Kearsley West Primary School

KEARSLEY WEST PRIMARY SCHOOL

Dates of inspection: 17 th – 20 th May 2004

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KEARSLEY WEST PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Kearsley West Primary - 2 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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KEARSLEY WEST 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. Kearsley West Primary - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 3–11 years Gender of pupils: Mixed Number on roll: 234

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INFORMATION ABOUT THE SCHOOL

School address: Primrose Street Kearsley Bolton Lancashire Postcode: BL4 9BZ

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INFORMATION ABOUT THE SCHOOL

Telephone number: 01204 332600 Fax number: 01204 332601

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body Name of chair of governors: Mrs T Addison

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 6 th July 1998

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CHARACTERISTICS OF THE SCHOOL

This average sized primary school serves the district of Kearsley on the outskirts of Bolton. The immediate local area experiences high levels of social need. The school population is stable and there has been a lower than average level of pupil mobility in recent years. The vast majority of pupils are white British, with about two per cent coming from other ethnic backgrounds. One pupil speaks English as an additional language and is at the early stages of English acquisition. The percentage of pupils with special educational needs is above average. Special needs include specific and moderate learning difficulties, social, emotional and behavioural problems, visual impairment and physical disabilities. Pupils’ attainment on entry to the nursery class is well below average. The school achieved The Basic Skills Award (reaccreditation in 2004), Investors in People (second reaccreditation in 2003), the Healthy Schools award and two school achievement awards. The

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CHARACTERISTICS OF THE SCHOOL

school offers a wide range of extra-curricular clubs and receives external funding to support the provision of out-of-school hours Study Support’. Kearsley West Primary - 4

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Members of the inspection team Subject responsibilities

20086 Mr D Speakman Lead inspector Science, information and communication technology (ICT), art and design, design and technology, physical education (PE), English as an additional language. 9986 Mr W Twiss Lay inspector 28320 Mr R Willey Team inspector Mathematics, geography, history, music, religious education (RE), special educational needs. 4350 Mr C Whittington Team inspector Foundation Stage, English.

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Members of the inspection team Subject responsibilities

Serco QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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). Kearsley West Primary - 5

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STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning, subjects and courses

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STANDARDS ACHIEVED BY PUPILS 8

Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 11

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

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OVERALL EVALUATION

This is a good school that provides a good quality of education. As a result of good teaching and a good ethos of care, pupils have good attitudes towards learning, achieve well and, starting from a well below average base, attain above average standards in English, mathematics and physical education. Because of its below average unit costs and its effectiveness, the school gives good value for money.

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OVERALL EVALUATION

The school’s main strengths and weaknesses are:

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OVERALL EVALUATION

• The quality of education provided for children in the Foundation Stage is very good and children achieve well. • The quality of teaching and learning is good overall. It is very good in Year 6 and standards in English and mathematics are above average and above those nationally expected in physical education by the end of that year. • Assessment procedures are good, and assessment information is used well to identify strengths and weaknesses in pupils’ attainment. • Leadership, management and governance of the school are good. The leadership of the headteacher is very good and he is very effectively supported by the senior management team. • Provision in information and communication technology (ICT) is unsatisfactory. • The accommodation is unsatisfactory and creates difficulties in providing for the National Curriculum. • Pupils’ moral and social development is very good. As a result, their behaviour and attitudes to

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OVERALL EVALUATION

learning are good. Their knowledge and understanding of other cultures, whilst satisfactory, is a relative weakness. • Provision for pupils with special educational needs is good. • The school shows good levels of care for its pupils.

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OVERALL EVALUATION

The level of improvement since the previous inspection has been good. The school was inspected in 1998 and, since then, standards overall and specifically in English and mathematics have risen. The quality of teaching has improved in the Foundation Stage. Assessment procedures and their use to identify whole-school issues are now good. Other strengths such as leadership and management, pupils’ personal development and provision for pupils with special educational needs have been maintained. The school has responded well to issues raised in the previous inspection and to a wide range of other opportunities leading to further improvement. However, although the key issues relating to ICT have been met, there is still a need for further improvement in provision in this subject.

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STANDARDS ACHIEVED

all schools similar schools Results in National Curriculum tests at the end of Year 6, compared with: 2001 2002 2003 2003 English C E C C Mathematics C A B B Science A D B A Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.

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STANDARDS ACHIEVED

Achievement is good. Children start in the Foundation Stage with well below average attainment, achieve well and, by the end of reception, have achieved the goals children are expected to reach in personal, social and emotional development, and in their physical development. They do not meet the goals in other areas of learning. Pupils in the main school achieve satisfactorily in infant classes and standards in English, mathematics and ICT remain below average by Year 2. Achievement in Kearsley West Primary - 7 the junior classes is good and by Year 6, attainment in English, mathematics and physical education is above average. Standards are average in all other subjects inspected fully. Core skills of literacy and numeracy are good in other subjects but underdeveloped in ICT.

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STANDARDS ACHIEVED

Pupils’ personal development is good . Their spiritual and cultural development is satisfactory and their moral and social development is very good. Pupils’ attitudes towards school and learning and their behaviour are all good. Attendance and punctuality are satisfactory.

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QUALITY OF EDUCATION

The quality of education provided by the school is good. The quality of teaching and learning is good overall. It is very good for children in the Foundation Stage and pupils in Year 6. It is satisfactory overall for pupils in other classes, although some unsatisfactory teaching was seen in Years 1 and 3. Teaching of pupils with special educational needs is good. All support staff provide valuable support and are effective. Procedures for assessment of pupils’ achievement and standards of attainment are good; however, the information is not used well by some teachers to plan sufficiently challenging work for all pupils.

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QUALITY OF EDUCATION

The curriculum is satisfactory in the infants and juniors, but very good for children in the Foundation Stage. There is a good range of extra-curricular activities and good provision for curriculum enrichment. The number of teachers is adequate for the number of pupils and there is a good level of support staff. Accommodation is unsatisfactory and limits curriculum provision, especially in physical education and in ICT. The school shows good levels of care for pupils, and there is a good and supportive relationship between the school and parents.

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LEADERSHIP AND MANAGEMENT

Leadership and management are good . The leadership of the headteacher is very good and, although only recently appointed, he has already formed an extremely clear vision for school improvement and has gained the respect of staff, pupils, parents and governors. Plans for school improvement are well thought out, appropriate to the school’s needs and based in secure evaluation. The headteacher is supported well in this work by other staff with leadership responsibility and very well by the skilled deputy headteacher and enthusiastic senior leadership team. The governors provide good levels of challenge and support, and contribute well to the work of the school. Management systems are effective in identifying the school’s needs and moving it forward at a good pace. Statutory requirements are fully met.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents are very happy with the school. All parents who responded to the parents' questionnaire indicated a high level of satisfaction, with no question attracting less than 95 per cent agreement. They state that their children like school, their children are making good progress, and the quality of teaching and learning and behaviour is good. Parents are confident that their children are cared for whilst there, and are expected to work hard and do their best. Parents feel they can approach the school with any concerns and that they will be listened to. They agree the school is well led and managed and feel well informed. Pupils like the teachers and the friendliness of other people.

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IMPROVEMENTS NEEDED

To further improve the quality of education provided the school should:

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IMPROVEMENTS NEEDED

• Raise standards by the end of Year 2 in all subjects. • Improve the quality of teaching where there are weaknesses. • Improve provision in ICT. • Seek ways to improve the accommodation and overcome the difficulties created by it in the delivery of the National Curriculum. • Improve pupils’ multicultural awareness. Kearsley West Primary - 8

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Standards achieved in areas of learning, subjects and courses

Standards are above average at the end of Year 6, but below average by Year 2. Overall, achievement is good for all groups of pupils.

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Main strengths and weaknesses

• Children get off to a good start in the Foundation Stage and, starting from a well below average baseline, achieve well, but do not meet the goals children are expected to reach by the end of reception in all areas of learning. • Overall achievement in the infant classes is satisfactory, although better achievement was seen in Year 2. Attainment remains below average by the end of Year 2 in English, mathematics and science. • Attainment is above average by the end of Year 6 in English, mathematics and physical education.

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Commentary

1. In the last three years results for pupils at the end of Year 2 in the National Curriculum tests have mainly been well below the national average when compared with schools nationally and with similar schools. Inspection evidence indicates that this year, standards are below average and pupils achieve satisfactorily overall in the infant classes, having entered Year 1 with below average attainment. Better achievement is noted in Year 2.

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Commentary

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

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Commentary

Standards in: School results National results Reading 13.5 (13.7) 15.7 (15.8) Writing 12.7 (11.9) 14.6 (14.4) Mathematics 14.7 (14.5) 16.3 (16.5) There were 30 pupils in the year group. Figures in brackets are for the previous year.

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Commentary

2. The situation by Year 6 is better, with above average results in mathematics and science and average in English in 2003. This year teachers’ predictions indicate above average results in English and mathematics and average in science. Inspection evidence confirms that currently attainment in English and mathematics is above average by the end of Year 6. This represents very good achievement since these pupils were in Year 2 and test results then were very low in reading and writing and well below average in mathematics. This achievement is notable in the light of there being half of the Year 6 class identified as having special educational needs and five of these having a Statement of Special Educational Needs. Their achievement is due to the consistently good and very good teaching in Year 6. This is an improvement on the previous inspection findings in 1998, when standards were judged to be below average in English and

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Commentary

average in mathematics by the end of Year 6.

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Commentary

3. The achievement of pupils varies in different year groups. It is good in the Foundation Stage and in Year 6, but satisfactory elsewhere. Better achievement was noted in Year 2 than in Year 1, where some of the learning takes on a slow pace. Although the majority of pupils with special educational needs attain below average standards they generally achieve well against their challenging targets. A recent survey of Year 6 2003 test results for these pupils indicates that Kearsley West Primary - 9 two-thirds of them made good and very good achievement compared with their attainment in 1999. This reflects the very good support that they receive from class teachers and classroom assistants.

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Commentary

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

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Commentary

Standards in: School results National results English 27.2 (25.5) 26.8 (27.0) Mathematics 27.5 (28.5) 26.8 (26.7) Science 29.7 (27.9) 28.6 (28.3) There were 35 pupils in the year group. Figures in brackets are for the previous year.

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Commentary

4. Children enter the school with well below average standards overall, especially in their communication and personal and social skills. They achieve well in all areas of learning, although when children leave the Foundation Stage to enter Year 1 most still have not reached the goals children are expected to reach by the end of reception in their communication, language and literacy, mathematical development, creative development and knowledge and understanding of the world. They do achieve the goals in their physical development. Children’s achievement is very good in their personal, social and emotional development and most reach the recommended levels by the end of reception. Those with special educational needs achieve well as a result of the good quality support from all staff in the nursery and reception classes.

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Commentary

5. Standards in English in Year 2 are below average, but in the current Year 6 they are above average. Overall, standards in English have improved since the previous inspection. Pupils’ progress accelerates as they move through the junior classes, so that in Year 6, in spite of these pupils leaving Year 2 in Year 2000 with very low attainment, their standards are now above average. This represents very good achievement for these pupils. Speaking and listening skills are promoted well in most classes, but the resulting standards remain an area for further development. The overall standard of reading is average. Standards in writing have improved well for the older pupils, but remain below average by the end of Year 2. Here the standard of what is actually written still needs improvement in spelling and in the quality of handwriting. By the end of Year 6, standards are much better and above average examples of extended writing

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Commentary

are found in a number of year groups. Pupils write in a wide range of styles, including biography, poetry, factual writing and play scripts. These are well written.

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Commentary

6. Standards in mathematics are below average by Year 2 and above by Year 6. Achievement is good overall. It is satisfactory in the infant years, but good for older pupils, especially in Year 6. Younger pupils’ knowledge and understanding of number has weaknesses, such as reversing numbers and paying little attention to accuracy in recording. As a result of the good quality of the teaching pupils receive, particularly in Year 6, pupils achieve a good volume of work and above average standards in all areas of mathematics, including problem solving.

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Commentary

7. By the end of Year 6, pupils have a satisfactory understanding of the nature of science, but have developed good skills in experimenting and investigating. They have a good level of skill in planning and carrying out experiments and in working collaboratively. Pupils conduct a wide range of investigations to extend their knowledge and understanding effectively across the full science curriculum. They have a good understanding of fair testing and their knowledge and understanding in other areas of science are satisfactory. Standards in science are average overall.

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Commentary

8. Standards in physical education are above those nationally expected by Year 6 and achievement is good for pupils in the junior classes. This is confirmed by the school’s creditable performance in competitive games and sports at district level. Kearsley West Primary - 10

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Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes are good and behaviour is good. These strengths are enhanced by the very good provision for pupils’ moral and social development; spiritual and cultural development is satisfactory. Attendance is satisfactory and pupils come to school on time.

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Main strengths and weaknesses

• Pupils have positive attitudes to learning and respond well to the high expectations most teachers place on them for hard work and good behaviour. • Most pupils enjoy school and are keen to please and willingly take on responsibility. • Pupils form good relationships, both with staff and each other. • Although pupils’ moral and social awareness is very good, their understanding of the multicultural nature of society is more limited.

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Commentary

9. Most teachers have high expectations of work and behaviour and most pupils respond well. Pupils enjoy school and have a positive approach to learning. Children in the Foundation Stage make very good progress and achieve the goals they are expected to reach by the end of reception in their personal, social and emotional development. Older pupils develop very mature attitudes to learning and are confident and highly motivated. They have a growing thirst for knowledge and strive to do their best, especially when teaching is exciting and challenging and they are trusted to explore and experiment independently. The attitudes of children in the nursery and reception classes are very good and this makes a very positive contribution to their learning. In the older classes, pupils are eager to enter into discussions and many express their opinions confidently.

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Commentary

10. Most pupils behave very sensibly in lessons and assemblies and confidently distinguish right from wrong. Pupils are generally very polite, respectful and courteous and welcome visitors. However, on the odd occasion when the pace in lessons slows and pupils are not fully occupied, they lose attention and concentration. Interviews with pupils show they know the rules for good behaviour and procedures to follow if they are bullied. Pupils confirm that incidents of bullying are very infrequent and are dealt with promptly. None was noted during the inspection. There were no exclusions in the year before the inspection.

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Commentary

11. Relationships are good and pupils are given good opportunities for personal development, which they exercise as class monitors and members of the school council, which is still in the process of development. Although satisfactory, the pupil representatives would welcome still greater responsibility. Pupils undertake these duties with pride and maturity and are very willing to take on responsibility. These experiences promote pupils’ sense of community and citizenship and enable them to serve their school and the wider community. The good relationships help those pupils with special educational needs to gain in self-esteem. Pupils feel valued in most classes and, as a result, they work hard and make good progress.

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Commentary

12. High expectations are the norm in most classes and here the pupils invest their time wisely in lessons and participate enthusiastically in the various activities offered. A significant number of pupils participate in extra-curricular activities, particularly sport. Pupils speak affectionately and very positively about their school, their teachers and assistants and the caring support provided by lunch-time staff. These attitudes contribute significantly towards pupils’ positive perception of school and their moral and social development.

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Commentary

13. Pupils’ moral and social development is very good and their spiritual and cultural development is satisfactory. There are too few planned opportunities in lessons to develop spiritual awareness, but the school effectively encourages pupils to take pride and pleasure in their own and others’ achievements. Most pupils have limited appreciation of the way cultural and religious traditions affect people’s lives. Kearsley West Primary - 11 14. Overall rates of attendance closely match the national average. Pupils generally come to school on time and their lessons begin promptly. The procedures for monitoring attendance and lateness have been strengthened since the previous inspection. Immediate checks on the reasons for any non-attendance are already starting to make a positive impact.

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Commentary

Attendance in the latest complete reporting year (%)

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Commentary

Authorised absence Unauthorised absence School data: 5.4 School data: 0.0 National data: 5.4 National data: 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided is good. Teaching and assessment are good overall. Overall, the curriculum is satisfactory; it is very good for children in the nursery and reception classes. The school provides good levels of care, guidance and support for its pupils. It has good links with the community, other schools and parents.

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Teaching and learning

Teaching and learning are good overall. They are very good in the nursery and reception classes and in Year 6. They are satisfactory in other classes, although some unsatisfactory teaching was seen in Years 1 and 3. Teaching is good for pupils with special educational needs. The assessment of pupils’ achievement is good.

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Main strengths and weaknesses

• Although good overall, the quality of teaching varies from satisfactory to very good in different classes. Consequently, pupils’ achievement varies across the year groups. • Most teachers have very high expectations and achieve good behaviour in their lessons. However, a minority do not always deal with inappropriate behaviour effectively. • Planning is good. Activities are based on sound, day-to-day lesson evaluations and in most lessons meet all pupils’ learning needs well, although higher attaining pupils in some classes are not sufficiently challenged. Assessment and its use are excellent in nursery and reception classes. • Teaching for pupils with special educational needs is good. • Teaching assistants provide valuable support and are effective in what they do.

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Commentary

15. Since the previous inspection, there has been an improvement in the overall quality of teaching and learning. At that time, teaching was judged to be satisfactory and is now judged to be good and it enables pupils to achieve well overall. However, there is still too much variation between classes and teaching and learning are strongest in the Foundation Stage and in Year 6, where the best teaching was seen. Some unsatisfactory teaching was seen in Years 1 and 3. Teaching is good in English, mathematics, science and physical education. It is satisfactory in music and religious education.

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Commentary

Summary of teaching observed during the inspection in 39 lessons Excellent Very good Good Satisfactory Unsatisfactory 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 Kearsley West Primary - 12 lessons; figures in brackets show percentages where 30 or more lessons are seen. 16. The overall quality of teaching and learning in both the nursery and reception classes is very good. High expectations, a wide range of well-planned activities and clear, effective assessment ensure that all achieve well. The very high quality support staff make a very positive contribution to the achievement made by all children. Support assistants work very closely with class teachers to provide effective support for pupils with special educational needs. Those support staff who work in a more general capacity, or specifically with gifted and talented pupils, also contribute effectively to pupils’ achievement. They are well briefed about their roles within lessons and report on outcomes and pupils’ achievement daily, usually in

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Commentary

discussion with class teachers. The role they are to fulfil is often detailed in lesson plans. Some assistants have appropriate training to enable them to work with pupils on specific programmes such as ‘Alpha and Omega’ and ‘Early Learning Support’.

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Commentary

17. In the rest of the school, the best teaching is stimulating, interesting and searching. Teachers’ planning is good and pupils’ skills, knowledge and understanding are developed systematically so that pupils gain confidence. This was seen in a Year 6 science lesson, in which a difficult concept of chemical reaction was taught in an inspiring way, which captivated pupils’ attention and ensured good learning and achievement in this lesson. Questions asked by the teacher are probing and encourage pupils to think very carefully about their answers. Questions are also well focused on pupils’ different capabilities and ensure that all are fully included. Vigorous and enthusiastic teaching was also seen in Year 5 mathematics and in a dance lesson with Year 4. This style of teaching engages pupils’ attention and encourages their involvement and enthusiasm. Teachers generally have high expectations of pupils’ behaviour and these are

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Commentary

made clear. Pupils respond well and the behaviour in these lessons is good and enables teachers to concentrate on teaching and pupils’ academic achievement.

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Commentary

18. In less successful lessons, pupils are given less opportunity to work at their own pace and to progress as well as they could. This is particularly evident with higher attaining pupils who are not always given the opportunity to work independently, but are sometimes expected to work within the same degree of support and direction as less able pupils. In these lessons, planning of activities does not sufficiently take account of the varying learning needs of pupils at different levels of attainment. Organisation in some lessons, particularly those of a practical nature such as physical education is, on occasion, too slack. This leads to a slower than necessary pace, with pupils not being fully occupied and losing attention and concentration. When this happens, teachers do not always deal with the resulting inappropriate behaviour effectively enough. This then shifts the balance of the teachers’ energies on to managing behaviour, rather than

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Commentary

ensuring that all pupils are sufficiently occupied and making the necessary progress.

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Commentary

19. Assessment of pupils’ work, especially in English and mathematics, is good and data is used effectively so work is generally carefully matched to individuals’ needs. However, higher attaining pupils remain unchallenged in some lessons. As a result, standards in these two subjects are higher. Assessment in other subjects is consistent with the recommended methods linked to the schemes of work used, and pupils’ learning is assessed and progress monitored effectively against the learning objectives for lessons or units of work. Teachers’ knowledge and understanding of the pupils and their specific learning needs are mostly good.

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The curriculum

The curriculum is satisfactory overall, with a very good curriculum for children in the Foundation Stage. Curriculum enrichment is good. Staffing and resources are satisfactory overall, but the accommodation is unsatisfactory.

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Main strengths and weaknesses

• The school provides a very good Foundation Stage curriculum. • Enrichment activities, both within and outside the school day, are good. • Pupils with special educational needs achieve well as a result of good provision. Kearsley West Primary - 13 • All pupils are fully included in school life and have equal access to the curriculum. • Individual teachers are developing links between subjects to maximise curriculum time and raise standards. • Accommodation is unsatisfactory and creates difficulties in providing effective learning.

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Commentary

20. All requirements of the National Curriculum are in place and concerns about statutory requirements expressed at the time of the last inspection have been successfully addressed, except those relating to accommodation. Pupils’ needs are met very well in the nursery and reception classes and satisfactorily in the rest of the school. The National Literacy and Numeracy Strategies have been implemented effectively and this is reflected in good provision and above average attainment in these subjects. All subjects have subject leaders and there are policies and guidelines for teachers in place based on the latest national guidance. An extensive range of clubs, visits and visitors enrich the curriculum. Resources are satisfactory throughout the school, but accommodation is unsatisfactory because it restricts aspects of curriculum provision.

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Commentary

21. A very good range of activities is provided for children in the nursery and reception classes. All areas of learning are covered imaginatively and this prepares all the children very well for their entry into Year 1. The accommodation, however, is too small, and there is nowhere to store out of sight those resources that are not needed during the day. There is no direct access to the outside for children in the reception class, which potentially limits their learning. The surface of the playground for the children in the nursery and reception classes is poor.

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Commentary

22. Visits and visitors coming into school provide a wide range of experiences for pupils and generate enthusiasm for learning. There are a good number and range of clubs for pupils from Year 3 upwards, but currently none for younger pupils. Clubs such as choir, recorders, art and board games extend the range beyond seasonal sports. Numerous and varied visits are made by all classes to support work in a good range of subjects and add meaning to their learning. A number of visitors bring music into school and others include a museum teacher, members of the local football club and a theatre group. The school nurse, local police and the road safety officer make regular contributions. Members of the local community, including a dentist and a local Hindu mother, also talk to pupils about their work and life.

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Commentary

23. Provision for pupils with special educational needs is good and class teachers and classroom assistants support them both inside and outside the classroom. Classroom assistants help them achieve the targets set on good individual learning programmes and, as a result, pupils with special educational needs make good progress across the school. There is an established register of ‘able and more able’ pupils and provision enabling them to extend and develop their particular skills is well organised by the deputy headteacher who is the co-ordinator. The deputy headteacher and the co-ordinator for special educational needs work well together to structure varied programmes that make very good use of national and local initiatives. The school is part of a cluster of schools developing extension opportunities for more able pupils that is well supported by local high schools. This is a good, and developing, feature of the school

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Commentary

curriculum, although in some lessons, the learning needs of the higher attaining pupils are not fully met.

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Commentary

24. A strong commitment to inclusion is a feature of the school. No pupils are excluded from out-of- school activities because of gender, ethnicity, ability or physical disability. Class bases are moved if a disabled pupil is unable to climb stairs. This reflects the school’s strong commitment to creating the best opportunities for all pupils.

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Commentary

25. Individual teachers address links between subjects in their planning, following the whole school curriculum plan where areas within subjects are matched and put together to assist in the development of cross-curricular links across school. Literacy currently has a high focus in school and subjects such as history reflect this in the work that pupils produce. However, Kearsley West Primary - 14 literacy does not feature in all subject action plans so curriculum improvement is less effective than it might be. Information and communication technology makes an inadequate contribution to learning in other subjects and few lessons were seen making active use of class-based computers and laptops.

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Commentary

26. There are an adequate number of teachers and support assistants to ensure that the curriculum covers all aspects of statutory requirements. The school recognises that expertise in some subjects such as music and geography needs enhancing. Overall, resources are satisfactory being good in subjects such as mathematics and science, but unsatisfactory in geography and in the library’s book stock.

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Commentary

27. The school is housed in an old building. The headteacher and staff work hard to make the best use that they can of the accommodation that is available to them. They have, for example, improvised to provide access for all pupils. However, many of the classrooms are too small and teachers have to work hard to provide effective opportunities for practical work. Storage space is restricted and often impinges on the already limited classroom areas and the hall for physical education lessons. It has only been possible to create a small library by using valuable classroom space. This facility is too small, often has to be used for small group teaching and does not sufficiently excite pupils about reading. The school hall is small and it cannot comfortably accommodate the entire school community together. The school does not have sufficient space for the setting up of a permanent computer suite. It has to improvise by

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Commentary

teaching the subject through the use of laptop computers, which for one class are temporarily set up in the hall as needed. This arrangement is demanding on teachers’ time due to them having to clear away so that the hall is available for other purposes such as meals and physical education lessons. Office accommodation is also small and does not allow the headteacher to be located close to the main school. This restricts access and is inconvenient when there is a need for confidential discussions with pupils, parents or the support services.

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Care, guidance and support

Procedures for ensuring the pupils’ care, welfare and health and safety are good. The support, advice and guidance given to the pupils are good. The school has satisfactory procedures for involving the pupils in its work and development.

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Main strengths and weaknesses

• The school provides good standards of care and welfare for all of the pupils. • Induction arrangements for young children are very good. • Support for personal and academic development is good. • Pupils enjoy very good and trusting relationships with staff and visitors.

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Commentary

28. The school’s procedures for the pupils’ care, welfare and health and safety are good. The previous inspection also recorded good care and guidance. The school has maintained this and the support and advice given to the pupils makes a good contribution to their achievements. Child protection procedures are well established. All staff know the procedures that they should follow if they have any concerns. The headteacher and staff harness the support of specialist professionals so that they can provide the best possible advice and support, especially when there are complex and individual needs. The school ensures that enough staff have relevant first aid qualifications and are always on hand to help with any minor accidents or mishaps. Visitors come into school to reinforce important messages on matters like road safety. The school provides routine health screening and is currently promoting healthy eating through the

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Commentary

Healthy School’s Award scheme. The school effectively assesses the risks that are associated with visits and trips and is currently updating its overall assessment of all risks throughout the school. The governors are aware of a small number of potential hazards and are taking action to remedy them. Kearsley West Primary - 15 29. The staff know the pupils well and are keen to look after their individual needs. Starting in the nursery, the staff get to know the pupils even before they join the school. Induction arrangements to the nursery are very good, with most children receiving a home visit before they start school. Parents appreciate this and feel that it helps their children to settle well as they take their first steps towards formal education. The school encourages all the pupils to develop their personal and academic skills. Personal achievements are celebrated well and the staff carefully assess the progress of each pupil. A good example of this is the Taking

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Commentary

Responsibility in Education and Employment project. This guides the pupils through five key steps such as organising themselves, and they enthusiastically monitor their own progress and achievements.

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Commentary

30. Since the previous inspection, the school has developed good assessment systems. This information is used well to provide targeted support for individual and groups of pupils. The support offered to pupils who find learning difficult is good and enables them to achieve well, Parents confirm that their children are guided and supported well whatever their needs may be.

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Commentary

31. Pupils enjoy very warm and trusting relationships with adults. They enjoy working with the many visitors who come into school. Pupils of all ages feel that they can talk to adults who will listen to their views and concerns. Support staff are well briefed and trained and pupils value them as a source of support and help.

p.15

Partnership with parents, other schools and the community

The school’s links with the parents are good. Its links with the local community and other schools are good.

p.15

Main strengths and weaknesses

• The school has good relationships with the parents who are very satisfied with all that it provides. • Information for the parents is good. • Links with the community and other schools are good.

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Commentary

32. The school enjoys good relationships with the parents and the vast majority of them are very satisfied with all that the school provides. The school has continued to promote the good relationships with the parents that were identified at the time of the last inspection. These have a positive impact on the pupils’ achievements. The school is a very open place and during the inspection parents were seen talking to the staff before and after school about such things as homework. Parents are regularly invited into school and frequently attend good work assemblies and performances by the pupils. Parents are welcomed into the nursery and reception classes.

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Commentary

33. Parents and visitors from the community are encouraged to come into school and help in lessons. The teachers try to match their skills to the pupils’ needs. For example, parents help with reading and craft activities in the classes. Many parents accompany the pupils on their trips and the annual visit to a farm for the youngest children attracts nearly as many parents as it does children.

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Commentary

34. The school provides a good range of quality information for the parents, which meets the legal requirements. Nearly all parents attend the consultations that the school holds. They find them a useful way of discussing how their children are doing and in taking advice from the teachers on how they can help them achieve even more. The annual report provided the parents with a clear picture of what their children have achieved. Regular newsletters inform the parents and carers about the school’s successes and forthcoming events. Relevant information such as the school brochure and an induction meeting for parents of new entrants to the school add to Kearsley West Primary - 16 the overall quality of information given to them. At the start of each term the school provides the parents with a succinct summary of what will be taught. A home/school record card enables the parents to check and make comments about their children’s progress with reading. The

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Commentary

staff are attentive to individual needs. They invite the parents of children who find learning difficult into school to discuss how they might support their children’s learning.

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Commentary

35. The school’s links with the community and other schools are good. The headteacher and staff see the value of working closely with colleagues in other schools. This helps the pupils to move on to their next stage of education smoothly. Before they do so they make visits and sample some of the lessons that they will take part in at the secondary schools. The teachers give information on the pupils’ attainment to the staff at the secondary schools to help parents and pupils make their choices. The school uses the community well, with lessons and the topics that are being taught. For example, the teachers use the local area to aid the pupils’ understanding of the environment. Visitors from the community help in class and in the nursery; one inspired the children to learn about the intricacies of weaving.

p.16

LEADERSHIP AND MANAGEMENT

Leadership and management of the school are good overall. The leadership of the headteacher and senior management team is very good and that of other key staff is good. The governance of the school is good. Statutory requirements are fully met.

p.16

Main strengths and weaknesses

• The headteacher is new into post, but already has an extremely clear vision of the way forwards. • The headteacher is very effectively supported in his role by the senior management team. Strong teamwork is a strength of the school’s leadership. • The governors provide good levels of support and challenge to the headteacher and senior management team. They are committed to improvement. • Commitment to inclusion, equal opportunity and meeting the needs of individuals is very good. • The leadership and management of the Foundation Stage and of the support for pupils with special educational needs are very good. • Financial control is good.

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Commentary

36. The headteacher took up his post at the beginning of this school year and already he has formed an excellent clarity of vision for the school. He shows very high aspirations and challenging aims for school improvement and these are key factors in his early success as headteacher, in which he has gained the respect of staff, governors, pupils and parents and has established an effective leadership team with clear roles and responsibilities. Very secure teamwork has been quickly established and is supporting the leadership and management of the school very well. He has received effective support from the deputy headteacher and other senior managers, who have a thorough knowledge of the school and its pupils and have contributed well to the headteacher quickly forming a picture of the way forwards and what needs to be done. The headteacher and the deputy headteacher work with a high level of collaboration. The deputy headteacher has a planned teaching role in all classes, which

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Commentary

provides other subject leaders with time to monitor and also gives her a valuable insight into standards and provision throughout the school. This knowledge is shared with the headteacher and the senior management team and is fundamental in establishing a view of school development planning. All members of the senior management team are skilled teachers and provide very effective role models for the rest of the staff.

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Commentary

37. The governing body supports the headteacher in establishing areas for improvement by making a good contribution to the life and work of the school. The governors are confident in their knowledge of where the strengths and weaknesses lie in the school and are willing to tackle Kearsley West Primary - 17 difficult issues in support of the school. Governance of the school is good. Governors provide effective levels of challenge and support for senior management. Financial management is good and closely linked to school improvement planning. Management systems are secure and support the school’s drive for improvement well. Governors ensure that best value principles are applied well to ensure value for money, and allocations are appropriately directed and used to raise standards. However, best value is not evident in the use of the laptop computers, which represent a major financial investment. The purchase was a sensible response to the problem

p.16

Commentary

of accommodation, but the implementation has not been well managed. Strategic planning is otherwise good, arising from a combination of contributions from the headteacher, senior management team and the governing body and through good levels of collaboration between them.

p.17

Commentary

38. The leadership of teachers with subject responsibility is satisfactory overall, with some subject leaders needing to develop the impact of their role further. Systems to monitor the curriculum have been put in place since the last inspection. Subject leaders now have more opportunities to see lessons, examine teachers’ planning and see pupils’ work, but this has not necessarily resulted in improvements in the quality of teaching and learning in all subjects. The new headteacher and the deputy headteacher oversee the whole curriculum and the latter has a specific curriculum brief to establish a more comprehensive picture of total provision across the school and the standards that pupils achieve.

p.17

Commentary

39. Leadership and management of the Foundation Stage are very good. There is a very effective co-ordinator, and all staff play a full part in the clear vision, sense of purpose and high aspirations for the children. This ensures highly effective teamwork. The commitment to the inclusion of all pupils and to meeting their needs is very good. Very good co-ordination for special educational needs has established very good procedures and practice and has significantly improved provision for a diverse range of pupils’ special educational needs. The quality of pupils’ individual education plans is very good and available to all staff working with these pupils. Support assistants are well qualified, have regular training opportunities in order to update their knowledge and expertise and provide very good support. They are well deployed by the special educational needs co-ordinator, with whom they meet regularly, and are fully

p.17

Commentary

involved in setting and reviewing targets for pupils. This is in keeping with the school’s commitment to inclusion for all.

p.17

Commentary

Financial information for the year April 2002 to March 2003

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Commentary

Income and expenditure (£) Balances (£) Total income 588,696 Balance from previous year 5,426 Total expenditure 579,498 Balance carried forward to the next 14,624 Expenditure per pupil 2,115 Kearsley West Primary - 18

p.17

AREAS OF LEARNING IN THE FOUNDATION STAGE

The provision for children in the nursery and reception classes is very good and this is a strength of the school. As at the time of the previous inspection all children achieve well and very well in their personal, social and emotional, and their physical development. This is because of the very good quality teaching within both nursery and reception classes and because of the very good relationships formed between the highly supportive staff, who make each child feel valued. The general standards on entry to the nursery are well below average, a fall since the time of the last inspection. The curriculum is well balanced and planned to provide a wide range of interesting and relevant activities, which are carefully matched to the children’s needs. Assessment is continuous and extremely thorough and is used exceptionally well to plan the next tasks. Leadership of the Foundation Stage is very good, and the co-ordinator has created a highly effective team of adults

p.18

AREAS OF LEARNING IN THE FOUNDATION STAGE

who work together very well. The accommodation is a weakness. Both classrooms are small, and there is nowhere to store out of sight those resources that are not needed during the day. There is no direct access to the outside for children in the reception class, which potentially limits their learning opportunities. The surface of the playground for the children in the nursery and reception classes is uneven, hard and rough with a good deal of loose gravel. This is not an appropriate surface for young children to play on.

p.18

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Provision in personal, social and emotional development is very good .

p.18

Main strengths and weaknesses

• Children make very good progress in their early development of personal and social skills. • They have positive attitudes and behave very well. • Very good relationships are formed between the highly supportive staff, who make each child feel valued. • Children are encouraged to work and play together.

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Commentary

40. Most children enter the nursery with poorly developed personal, social and emotional development; they lack independence, and most are unable to relate easily to others. Skilful teaching by all adults in the nursery class ensures that the children begin to develop the necessary skills. The very good provision for this area of children’s development is continued through the reception class, and by the time they reach Year 1 children work and play happily together. Although many still find it difficult to co-operate or take turns, most are beginning to share and are learning to behave in a socially acceptable way. Resources are used very effectively to promote the children’s personal and social skills, and many are becoming independent and responsible through the tasks provided. Children are given ample opportunities to choose their own activities and resources. Because of these many strengths and the very good teaching, indications are that most of the children make very good progress

p.18

Commentary

and most will achieve the Early Learning Goals by the time they are ready to enter Year 1.

p.18

COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is very good .

p.18

Main strengths and weaknesses

• Children achieve well because of the very good quality of teaching. Kearsley West Primary - 19 • Assessment in all areas of learning is excellent, being continuous and thorough. This is used very effectively to plan the next tasks. • The children have generally positive attitudes and often show great enthusiasm. • Very good relationships are formed between the very supportive staff and children whom they make feel valued. • Books are taken home regularly in the reception class.

p.18

Commentary

41. Speaking and listening skills on entry to the nursery are generally well below the average for children of this age, with many speaking only single words and some none at all. Good progress is made as children begin to work and play with others, talking about what they are doing. Children enjoy listening to stories and respond eagerly. The role play in the nursery class is a florist’s shop and in the reception area it is a travel agent’s. These areas have, at different times, been a dentist, ‘scary cave’, fruit shop, dairy, post office and doctors. A wide range of activities is provided and visits and visitors are very effective in extending opportunities for learning. In fact, no opportunities for learning are missed. By the time children are ready to enter Year 1, good progress has been made, although their speaking skills are still below the national average.

p.19

Commentary

42. When they start school, many children have little knowledge of books. Here they improve their knowledge and many are beginning to recognise how books ‘work’, knowing that print carries meaning. Some want to tell the stories themselves, often with great enjoyment. They join in readily with songs. Books are taken home regularly in the reception class, which supports their learning well. Both classes have book areas where the children go to read. Letter recognition and sounds are taught and reinforced effectively. Throughout the Foundation Stage, children are given numerous tasks that develop writing appropriately, including writing labels and mark making, and this wide range of early writing is encouraged.

p.19

Commentary

43. Elements of the literacy framework are used well, and phonics and letter formation are taught effectively, particularly in the reception class. Good foundations for this work are laid in the nursery. Teachers and assistants have high expectations, but by the time children leave the reception class, many do not reach the expectations of the Early Learning Goals for communication, language and literacy, and standards overall remain below average.

p.19

MATHEMATICAL DEVELOPMENT

Provision in mathematical development is very good .

p.19

Main strengths and weaknesses

• Children achieve well because of the very good quality of teaching by all adults. • Assessment in all areas of learning is excellent, being continuous and thorough, and this is used very effectively to plan the next tasks.

p.19

Commentary

44. Children have very little knowledge of numbers when they begin school. Early number skills of counting and shape are set up in the nursery. By the time they reach the age of five, although most can count up to ten, number recognition is poor and few attain the Early Learning Goals for mathematical development. Well-planned activities ensure good quality learning. Children count upwards, gaining greater confidence and understanding of numbers. They begin to develop an understanding of shape, size and position, using words such as ‘symmetry’, ‘smaller’/‘larger’ and ‘more’/‘less’. As they become more confident with number, many children show early signs of developing mathematical ideas and methods to solve practical problems. Kearsley West Primary - 20 45. Once more, the very good teaching by all adults and the well-focused activities ensure that each child achieves well. Very effective day-to-day assessment helps plan suitable activities for

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Commentary

the following sessions. However, by the time children are ready to enter Year 1, their mathematical skills are still below the national average.

p.20

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Provision in knowledge and understanding of the world is very good .

p.20

Main strengths and weaknesses

• Children achieve well because of the very good quality of teaching that covers a wide range of carefully planned activities. • The children’s attitudes are positive and many begin to develop independence. • A good range of visits and visitors are used to extend the curriculum.

p.20

Commentary

46. Most children enter the nursery class with very little knowledge of their local area or of the world at large. A number of activities foster learning in this area. Children select resources on their own, and begin to use them with care. The overall quality of teaching by all adults is very good, and the range of activities provided for children are fully focused to ensure learning. The children are introduced to a wide variety of experiences to widen their understanding. They explore the environment through visits within the local area, including a farm to see farm animals and the local postal sorting office, and by having visitors within the school. The latter includes the school nurse, a puppeteer, dentist, and a range of visitors from the ‘Sure Start’ project – including musicians, dancers and a ceramicist. In the reception class children use computers and programmable toys very effectively to develop a wide range of skills such as

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Commentary

using the mouse and saving their work. This use of ICT is very good in all areas of learning, and many of the skills gained here are in line with those expected nationally. By the time children are ready to enter Year 1, good progress has been made, although their knowledge and understanding of the world is still below that expected nationally.

p.20

PHYSICAL DEVELOPMENT

Provision in physical development is very good .

p.20

Main strengths and weaknesses

• A very good range of activities is provided to develop the children’s physical skills. • Staff are focused well on tasks that encourage and support learning. • The very good relationships help develop children’s self-confidence. • There are problems with the quality of accommodation.

p.20

Commentary

47. Children enter the nursery with skills in physical development that are below average. Throughout their time in the nursery and reception classes, they improve their awareness of the needs of others and the space around them. Children climb and balance with confidence. Opportunities are provided for the development of fine motor skills through the use of writing implements, brushes, scissors and tools. Children are interested in what they do, and many show good levels of concentration. Praise reinforces learning effectively and boosts the children’s confidence and most children attain the Early Learning Goals by the time they enter Year 1. Kearsley West Primary - 21

p.20

CREATIVE DEVELOPMENT

Provision in creative development is very good .

p.21

Main strengths and weaknesses

• Children achieve well because of the very good quality of teaching by all adults. • The children have positive attitudes to learning. • Relationships are strong between all in the Foundation Stage. • Both classrooms are small, and there is nowhere to store resources out of sight.

p.21

Commentary

48. Many children have experienced very little to develop their creative skills or imagination prior to starting school. Throughout their time in the nursery and reception classes, they make significant progress in their learning and there is a clear progression in the development of their skills, knowledge and understanding through both classes. Here again, opportunities are provided for children to take part in an extensive range of creative activities. Children sing with great enthusiasm. They develop confidence through numerous opportunities for role play. They paint, weave and make collages, build and ‘sail’ boats. All adults ensure that the lessons have pace and enthusiasm and the children enjoy their learning. However, many children leave the reception classes still below average in this area.

p.21

Main strengths and weaknesses

• Overall standards in English are below national expectations at the end of Year 2. They are above average by the end of Year 6. • Pupils achieve well in most classes due to the overall standard of teaching and learning being good. • The good relationships between adults and pupils seen in most classes boost confidence and encourage interest, effort and positive attitudes to learning. • Good use is made of assessment to track the progress of pupils across the school. • The co-ordinator leads the subject well. • The library is too small and the books poorly organised, limiting the development of pupils’ non- fiction referencing skills. • The quality of reading material limits the learning for some of the older pupils.

p.21

Commentary

49. Standards in English are below the expected levels for seven-year-old pupils and above for those who are eleven. The national test results in 2003 showed that pupils at the age of seven were well below average when compared with other schools in both reading and writing. Those for 11-year-olds were average. Inspection evidence show that standards for current Year 2 pupils at the end of the year are below average, but for current Year 6 pupils standards are above average. This shows very good achievement from when these pupils took their tests in Year 2, where standards were found to be well below the average. At the time of the last inspection, standards for the older pupils were low, and the school’s priority has been to improve these, in which they have been successful. Those pupils with special educational needs and those who are more able are given work that is appropriate to their abilities and

p.21

Commentary

make equally good progress. Kearsley West Primary - 22 50. Pupils enter Year 1 with below average speaking and listening skills. These skills are promoted well in most classes, although the school recognises that they remain an area for further development. A good drama lesson in Year 5 showed the lack of experience pupils have had in this area as they move through the school. Pupils achieve satisfactorily and standards remain average throughout the school, although pupils become good listeners.

p.21

Commentary

51. The overall standard of reading is average. Guided reading sessions are used purposefully and are helping to raise standards. Although most pupils have books of their own at home and some belong to a public library, there is little enthusiasm shown for reading by many of the older pupils. The subject matter of some of the books available for older pupils who have difficulty with reading does not reflect the interests of pupils of this age. Pupils are encouraged to take books home and read to an adult, and many, although not all, do this on a regular basis. There are home-school reading records, where a parent or carer is encouraged to write a comment. In many classes pupils write book reviews; in Year 6, some of these indicate high levels of enthusiasm for reading.

p.22

Commentary

52. Standards in writing are above average by the end of Year 6 and have improved well for the older pupils. They are below average by the end of Year 2 and remain an area for continued development. Although much of the content is good, the spelling and handwriting still needs improvement. Good examples of extended writing are found in a number of year groups, but particularly in Year 6, where a wide range of genres is covered, including biography, poetry, factual writing and play scripts. There is too little evidence of word-processing, showing few links with ICT. There are literacy displays around the school, but many of these do not reflect the whole range of writing and in some classrooms there is no pupils’ work displayed at all. The pupils’ understanding and achievements in writing, therefore, are not celebrated as well as they could be in this way.

p.22

Commentary

53. The overall quality of teaching and learning is good, with many lessons containing some very good features. The best lessons seen were lively and imaginative. During a lesson in Year 4, all showed high levels of enjoyment and were, as a result, highly motivated. Most staff are very enthusiastic and have the highest expectations. This encourages most pupils to try hard during their lessons, and many are fully committed to their learning. Relationships in most of the classes are very good and enhance the pupils’ very positive attitudes to learning. Most teaching assistants are involved fully in lessons and clearly enjoy their work; making a very positive contribution to pupils’ achievements. All adults give praise to reward and encourage pupils and the vast majority of lessons make learning interesting and enjoyable, where all the pupils are fully involved. Less successful teaching, where too much time is spent on behaviour

p.22

Commentary

management, fails to capture the pupils’ interests and a narrow curriculum inhibits improvement.

p.22

Commentary

54. Good use is made of assessment to track the progress of pupils across the school. This is helping to raise standards by ensuring that the work set is appropriate for each pupil. Day-to- day assessment is constructive and relevant, with teachers giving considerable time to marking their pupils’ books. Homework is regularly provided, which effectively extends and reinforces the pupils’ learning.

p.22

Commentary

55. The co-ordinator is effective. She is aware of the strengths and areas for development and is fully committed to improving the subject still further. The overall quality of resources is satisfactory, with the exception of reading books. The school library is too small. The books are poorly arranged and pupils are often unable to find those they want. The space is used regularly by withdrawal groups, so pupils do not have continual access to find books they need.

p.22

Language and literacy across the curriculum

56. The National Literacy Strategy has been implemented well and there is some evidence of cross-curricular links. These include: geography links in Year 2, where pupils write postcards; writing about historical characters in Year 4; writing in Year 5 on the Ancient Greeks and work Kearsley West Primary - 23 linked to a topic on Victorians in Year 6. Opportunities are provided in some mathematics lessons for pupils to explain their strategies (enhancing speaking and listening skills) and in Year 6, role play enhanced their history topic on World War Two.

p.22

Main strengths and weaknesses

• Attainment is below average at the end of Year 2, but above average by the end of Year 6. • Pupils’ progress is well tracked from Year 3 and achievement is good. It is very good in Year 6. • There is a lack of challenge for higher attaining pupils in some classes. • Good support enables pupils with special educational needs to achieve well.

p.23

Commentary

57. Pupils’ attainment improves as they move through the school. It is below average in Years 1 and 2 as a result of their low attainment on entry, but also because teachers’ expectations are too low and, until recently, additional learning support had been targeted at Year 3 and above. Teacher assessments for this year’s national tests, however, show a significant improvement in the number of pupils attaining the higher grades. By Years 3 and 4, pupils do attain satisfactorily whilst by the end of Year 6, they are attaining results above those found in most schools and well above those in schools with pupils coming from similar backgrounds. This has addressed a major concern from the last inspection as attainment has improved significantly.

p.23

Commentary

58. Pupils’ achievement is satisfactory in Years 1 and 2. As a result of the good assessment and tracking procedures established in Years 3 to 6 and the good quality of the teaching they receive, pupils’ achievement in these years is good. The very good teaching seen, particularly in Year 6 motivates pupils well and achievement is very good. Pupils with special educational needs are supported well in lessons and, consequently, achieve well.

p.23

Commentary

59. The use of a commercial scheme for teaching the subject has ensured good coverage of all aspects except the use of and application of the skills they acquire. By Year 2, pupils have not developed good working skills and need the support of both teacher and teaching assistants to maintain their concentration. Some pupils are still reversing numbers, and presentation of work generally is below average. Teachers’ expectations of higher attaining pupils are too low and the pace of lessons is often too slow to maintain their interest. From Year 3 pupils’ mathematical vocabulary is developed well as was seen in a good lesson on measures where the teacher repeatedly used such terms as ‘gram’, ‘litre’ and ‘multiple’ to ensure that they were securely fixed in pupils’ minds. By Year 4, pupils produce a satisfactory volume of work that is marked consistently, but includes few comments that would help pupils understand how it

p.23

Commentary

might be improved. Pupils begin to take responsibility for their own learning. All but the lowest attaining pupils cover the same work so that insufficient challenge is given to higher attaining pupils. In Years 5 and 6, a good volume of good quality work is produced and marking does inform pupils how they might improve. Lessons proceed at a brisk pace and the teachers use their very good subject knowledge to challenge pupils with sharp, focused questions. Independent work is adapted well to suit all levels of ability in the class. Overall, teaching is now good and this is an improvement since the last inspection.

p.23

Mathematics across the curriculum

60. Pupils have a number of opportunities to use their mathematical skills in other areas of learning. In science they produce graphs and tables and in geography they tabulate data and use coordinates in map work. They measure accurately in design and technology and can locate dates on a timeline in history. Kearsley West Primary - 24

p.23

Main strengths and weaknesses

• The quality of teaching and learning for older pupils is good and pupils achieve well in these classes. • There are good opportunities for pupils to learn effectively through practical and investigative science. • Leadership and management are good and the subject leader has ensured that there has been a good level of improvement since the previous inspection.

p.24

Commentary

61. Standards are below average by Year 2 and currently average by the end of Year 6. Pupils’ achievement is satisfactory in the infant classes, but improves as pupils move up the school. In the junior classes, pupils achieve well overall, but especially in Year 6. This is confirmed when current attainment of Year 6 pupils is compared with that of the same group when they were in Year 2 and were below average. Standards this year are not as good as those indicated by the National Curriculum test results in 2003, which were above average. Bearing in mind that half the pupils in the current Year 6 are on the special educational needs register and a sixth of these have a statement, their achievement is good. This also represents an improvement in standards since the previous inspection, when a key issue was to raise standards in science.

p.24

Commentary

62. The quality of teaching is good overall. It is satisfactory for pupils in the infant classes and good in the junior classes. This variation in the quality of teaching and learning affects the achievement of pupils, which also varies as pupils move through the school. The achievement of all pupils, including those with special educational needs, is satisfactory in infant classes and good in junior classes. Teaching is best in Year 6.

p.24

Commentary

63. Good teaching and learning provide effective opportunities for pupils to work collaboratively and develop secure experimentation and investigative skills. These skills are used to extend pupils’ knowledge and understanding in all other areas of science. Teachers offer good levels of support, based on good subject knowledge. They are able to explain clearly and offer pupils practical experiences to develop a good understanding of how sound travels from its source into the ear and what happens thereafter, or encourage pupils to provide plausible explanations about what they see in the chemical reaction when substances are mixed. Support is wisely provided; it is appropriate, but not intrusive and pupils are able to maintain independence in their learning. Activities are challenging and use pupils’ knowledge and understanding well. Pupils persevere, even when finding difficulty in trying to identify and explain the differences in people’s

p.24

Commentary

features. In this task, good levels of encouragement from the teachers and skilled guidance enabled pupils to offer some suggestions of a basic nature.

p.24

Commentary

64. In lessons that were still judged to be satisfactory, there were some weakness. Opportunities to follow up pupils’ learning experiences at a time when they were still fresh in the pupils’ minds and enthusiasm was high were missed. Good opportunities were planned for pupils to use their observation skills and to explore different environments and see what type of creatures lived there. Due to time restrictions many of the findings were not followed through straight away or whilst in the location. Pupils evidently enjoyed the opportunity to explore and observe, and worked with great enthusiasm. They coped well with the independent learning opportunities and did not take advantage of the freedom offered.

p.24

Commentary

65. The curriculum is good with good coverage of all aspects of science, especially experimental and investigative science in which pupils are provided with good opportunities from an early age to explore for themselves. This was seen in all lessons observed during the inspection period at all stages of the school and confirms that there has been a good level of improvement in the Kearsley West Primary - 25 science curriculum and the key issues have been fully met. Leadership and management of science are good. The subject leader has good ideas of how to teach science through a practical approach. She has led development of the subject effectively. She monitors teaching and learning effectively and this is developed successfully through lesson observations and valuable feedback.

p.24

INFORMATION AND COMMUNICATION TECHNOLOGY

Because only one lesson could be seen in ICT, there is insufficient evidence on which to make secure overall judgements on teaching, learning and standards. However, in addition to the lesson seen, pupils demonstrated their computer skills, and portfolios of work and planning were scrutinised.

p.25

INFORMATION AND COMMUNICATION TECHNOLOGY

66. At the time of the previous inspection standards were below those nationally expected at the end of both Years 2 and 6. From the work seen, standards in Year 6 are average. Older pupils are familiar with accessing and exploring Internet databases for information, preparing good quality multimedia presentations, using databases effectively for calculating, and producing well formatted word-processed reports.

p.25

INFORMATION AND COMMUNICATION TECHNOLOGY

67. Very good teaching was seen in Year 6 during the inspection and promoted very good learning and good achievement. The lesson seen began with challenging and searching introductions. Questioning by the teacher was highly effective and focused pupils’ minds, very effectively directing their thoughts and giving them confidence. Pupils were very effectively managed and the teacher encouraged a positive approach to learning. Even within the limitations posed by the lack of accommodation in which to create a permanent suite of computers, the portable suite of laptops was set up in the school hall and the teacher overcame the limitations well. High expectations, very good levels of challenge and quick pace ensured that good amounts of work were covered in the time available.

p.25

INFORMATION AND COMMUNICATION TECHNOLOGY

68. As ICT is not used sufficiently and has a low profile in the school, there are weaknesses in planning and provision. Generally teachers do not use the computers sufficiently. Only one lesson was timetabled during the week. Laptops stood idle and unused for much of the period of the inspection and there was little use of classroom computers in lessons seen.

p.25

INFORMATION AND COMMUNICATION TECHNOLOGY

69. Leadership and management are satisfactory overall, although there are weaknesses. The subject leader has worked well to overcome the limitations posed by the unsatisfactory accommodation and there are now sufficient computers for the number of pupils in the school. However, they are not organised to full advantage so that pupils have ready access to a computer at all times.

p.25

INFORMATION AND COMMUNICATION TECHNOLOGY

70. Improvement since the previous inspection has been sufficient. Standards at Year 6 are better and the curriculum now meets statutory requirements. However, there are areas that still need to be developed. These include: • considering a different way of organisation for resources to encourage better use of resources and raise the profile of ICT in the school; • extending the use of a portfolio of work for individual pupils; • developing structured links into other subjects, thereby promoting the wider use of ICT to enhance learning.

p.25

Information and communication technology across the curriculum

71. This is unsatisfactory. There is insufficient use of computers and plans for links into other subjects are not yet sufficiently structured or planned. The accommodation and current organisation of resources limits pupils’ access to computers.

p.25

HUMANITIES

Kearsley West Primary - 26 History and geography are reported as samples as only one lesson was seen in geography and two in history. Four religious education lessons were seen during the inspection and this subject is reported in full.

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HUMANITIES

72. As at the time of the last inspection, attainment in history is average across the school and all pupils, including those with special educational needs, make satisfactory progress. History is led and monitored satisfactorily as the subject leader sees planning for lessons and samples of pupils’ work, but does not currently have any opportunity to observe teaching and this is limiting her overview of the subject. She is aware that, although the volume of pupils’ work is satisfactory, it often does not focus on developing pupils’ skills in the subject. Pupils in Year 6, for example, were unaware of the terms ‘primary and secondary sources’. Good use is made of visits to such places as Skipton Castle and Chester to bring the subject alive. Resources in school are satisfactory for the topics studied in Years 1 and 2 and good for those taught to pupils in Years 3 to 6.

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HUMANITIES

73. In some classes geography alternates with history on the timetable. Pupils’ work showed that standards in geography are average at the end of Years 2 and 6. All elements of the curriculum are covered, although insufficient emphasis is placed on developing the skills associated with the subject. In some classes all pupils complete the same tasks and therefore higher attaining pupils are often not offered sufficient challenge. Class based work is supported by appropriate visits such as that by pupils in Year 4 to a waste disposal site. Resources to support the subject are unsatisfactory as there are few videos, ICT software programs or books to support learning.

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Religious education

Provision in religious education is satisfactory.

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Main strengths and weaknesses

• The requirements of the locally agreed syllabus for religious education are being met. • Religious education lessons contribute to pupils’ spiritual, moral, social and cultural development. • Subject leadership is unsatisfactory.

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Commentary

74. As at the time of the last inspection, attainment meets the expectations of the Bolton Locally Agreed Syllabus and pupils’ achievement, including those with special educational needs, is satisfactory. By Year 6, pupils have been taught about Christianity, Judaism, Hinduism and Islam and know some festivals and stories from each. They know that some people’s religious faith dictates the way in which they dress and behave. In a Year 1 lesson pupils were learning about the clothes that Muslims wear and how the family prays. The teacher made good use of such artefacts as a shalwar kameez and a topi, and the discussion about differences between life of a Muslim child and that of most children in England also gave good opportunities to develop their speaking and listening skills. However, pupils showed insufficient appreciation of the similarities and differences from their own customs and culture.

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Commentary

75. A very good Year 6 lesson addressed issues of prejudice and intolerance. Photographs of stereotypical social groups were used very well to promote group discussions about whom pupils would choose to live next door to them. The high level of trust built by the class teacher enabled pupils to speak honestly and voice their prejudices and opinions. This lesson promoted pupils’ social and cultural development very well. A Hindu visitor to the Year 2 class illustrated the good use that can be made of faith practitioners. She told pupils about the shrine in her house and talked about her sari, caste mark and bangles. Having talked to them about Diwali Kearsley West Primary - 27 and exchanging gifts, she showed them how to make a Rahki bracelet, which they did with enthusiasm.

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Commentary

76. Teaching is often good, but one unsatisfactory lesson was seen. In good lessons, teachers show good knowledge of the subject and create an atmosphere in which pupils can discuss new information and ideas whilst showing respect for the religion involved. Planning for lessons is clear and teachers question well to promote discussion. Common tasks are set, however, and there was no evidence of work being matched to pupils’ ability. Where teaching and learning are less effective the multicultural awareness of pupils is insufficiently developed.

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Commentary

77. Leadership and management of the subject are unsatisfactory as the subject leader is not pro- active in developing the subject. She has a very limited monitoring role and she does not use effectively systems in place for checking how well it is doing in religious education. Resources have not been improved to include ICT programs or develop work using the Internet.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Art and design and design and technology were sampled during the inspection. Music and physical education are reported in full.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

78. The curriculum for art and design is planned to help pupils develop their skills systematically as they move from one year to the next. The displays throughout the school indicate that pupils are provided with a varied range of art and design experiences. There are many examples of a good range of media used, including clay, paint, sketching, fabric paints and collage. Appropriate attention is given to developing basic skills such as colour mixing in painting or the use of lines in sketching. Pupils experience a wide range of techniques including paint rollers, printing, tile printing, collage work, tie-dye, batik and painting on papyrus. Art and design makes a satisfactory contribution to pupils’ cultural development through, for example, designing wallpaper in the style of William Morris and through literature when pupils illustrate the poem ‘The Owl and the Pussycat’.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

79. There is monitoring of pupils’ work through the compilation of portfolios for each year group. This provides the co-ordinator with information about how well the plans are helping pupils to make progress. As a result, there is satisfactory progress overall in developing art and design skills as they move through the school. Leadership and management are effective. Some high expectations in teaching in Year 4 helped pupils develop good colour mixing skills as they were provided with primary colours only and had to mix any others they needed.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

80. Design and technology is co-ordinated by the same teacher as art and design and, therefore, much of the monitoring is similar, through portfolios, including photographic records of pupils’ work. As no lessons were seen these were particularly useful in providing evidence of work in design and technology and the quality of the work seen was in line with that nationally expected. Much of the work has a focus and links in with other subjects well. Pupils have the opportunity to experience a wide range of materials in their work. They designed and made Dorothy’s shoes for their work connected with ‘The Wizard of Oz’. In food technology they baked cakes for Children in Need fund-raising and at Easter, cooked and iced seasonal biscuits. Work connected with other special occasions includes making special cards for mother’s day. There are good links with electrical circuits in science through making a clown’s face with an

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

illuminated nose. Work also links in with literature and pupils make large and small-scale chairs for ‘The Iron Man’.

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Music

Provision in music is satisfactory. Kearsley West Primary - 28

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Main strengths and weaknesses

• The enthusiastic subject leader is supporting staff and ensuring that music remains an active part of the curriculum. • Pupils are given good opportunities to experience live music through visits and visitors. • Teachers make good use of their limited expertise in the subject. • Good musical resources are stored in three different locations because of limitations of space.

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Commentary

81. No member of staff is a music specialist and the musical knowledge of some members of staff is very limited. The subject leader is very aware of this and supports hesitant colleagues well so that music remains an active part of the curriculum. Standards throughout the school remain average and all pupils, including those with special educational needs, make satisfactory progress.

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Commentary

82. A commercial scheme that follows the latest national guidance and which has been designed for the non-specialist has been introduced. This provides CDs, lesson plans and worksheets and is used by all classes except Year 1. The school values music and ensures that all pupils are exposed to a good range of musical experiences. The deputy headteacher plays the piano so can accompany singing in assemblies, which is tuneful and with clear diction. The subject leader, who has had singing lessons, is learning the recorder so that this skill can still be taught to pupils in extra-curricular clubs. A brass specialist visits the school once a week to teach trumpet and trombone. All pupils are given good opportunities to experience live music as a string quartet and a folk singer have performed in school. The whole school took part in an African percussion workshop.

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Commentary

83. The quality of teaching is satisfactory. Teachers use praise well to encourage pupils when they perform in front of the class. Boys, girls and pupils with special educational needs showed confidence and contributed equally well to lessons. Pupils work well together to make music as in a Year 3 lesson when they worked in pairs on a glockenspiel to compose an accompaniment for Humpty Dumpty. In a Year 6 lesson the teacher had chosen a popular wartime song for pupils to rehearse rhythm by clapping out the beats for the tune. This provided a good link with the current work in history. Pupils, diffident at the start of the lesson, all joined in by the end and learning became great fun.

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Commentary

84. Resources are generally good and include a growing number of ethnic instruments. Storage of these presents problems as no single space can be found that is large enough for the entire stock. Consequently, resources have to be collected from three locations at the beginning of each lesson and this is a barrier to pupils’ learning.

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Physical education

Provision in physical education is good.

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Main strengths and weaknesses

• The overall quality of teaching is good, but varies from unsatisfactory to good. • Extra-curricular activities make a significant contribution to extending and complementing school-based activities. • Resources and outdoor facilities are very good, but the indoor accommodation is limiting. • Subject leadership is good. Kearsley West Primary - 29

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Commentary

85. Standards in physical education are above those expected nationally by the end of Year 6 and pupils achieve well. Attainment is average at the end of Year 2. This represents an improvement since the previous inspection when standards were judged to be average by the end of Year 6. The above average standards, particularly in games and swimming, are reflected in the school’s success in sporting competitions.

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Commentary

86. Teachers ensure that pupils develop confidence, self-discipline and other personal qualities, such as dependency, as well as supporting their peers. In gymnastics young pupils are given the opportunity to invent different ways of moving around the hall. A partner copies the movements quite accurately and with control and appropriate levels of co-ordination. They develop these actions onto simple apparatus, exploring basic movements such as hopping, stepping and jumping. However, sometimes teaching lacks attention to detail in standards and sometimes praise is given when there are some basic errors. In dance pupils respond well to very expressive and occasionally amusing teaching, which they appreciate and which engages their attention. In more successful lessons pupils have good attitudes to learning and join in all the activities enthusiastically. Good variety of activity and quick pace sustains pupils’ attention.

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Commentary

Pupils learn to move effectively, sometimes with dignity and then discourteously, smoothly changing from one style to the other at command. They learn complicated country dance moves and link into the style of movement practised at the beginning of the lesson. However, when teaching is unsatisfactory, it fails to capture pupils’ attention and enthusiasm. It lacks organisation and pupils are not well managed.

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Commentary

87. Pupils acquire a competitive edge in matches and tournaments while retaining respect for opposing teams as well as each other and understand the principles of fair play. High standards have enabled the school to win local tournaments in tag rugby, Kwik Cricket, cross country and the Town Sports. Pupils in Year 6 attend swimming classes and by the end of the course, almost all pupils achieve the 25 metres unaided swim and many pupils achieve other awards in lifesaving and distance swimming.

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Commentary

88. There is a good curriculum, which fully meets National Curriculum requirements. A wide range of different games is offered, which also extends good equality of opportunity for all pupils, including boys and girls who play alongside each other in various teams. There are good opportunities to take part in extra-curricular sporting activities. These opportunities, together with the chance for older pupils to help organise house matches and be sports day captains, contribute well to pupils’ personal development. Resources are very good as are the outdoor facilities. The hall space is small due to other equipment and dining tables having to be stored in there, which limits pupils’ freedom in lessons to some extent.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

This area of the curriculum was sampled.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

89. The caring school ethos supports pupils’ personal development. The school has not yet developed circle time as a regular feature in all classes. Where they occur, these sessions are effective in building the pupils’ confidence and enabling them to share their feelings with others. As pupils get older, they are given increasing responsibilities, preparing them well for the next stage of their education. A school council is growing in its effectiveness, although its members have insufficient independence and responsibility to contribute significantly to school life. Kearsley West Primary - 30

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 3 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities 3 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 3

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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 4 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 3 The governance of the school 3 The leadership of the headteacher 2 The leadership of other key staff 3 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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