Marlborough Primary School

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Dates of inspection: 23 rd - 25 th February 2004

p.1

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

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

p.1

USWORTH GRANGE COMMUNITY 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. Usworth Grange Community Primary School - 1 INFORMATION ABOUT THE SCHOOL

p.2

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Type of school: Primary with Nursery School category: Community Age range of pupils: 3-11 Gender of pupils: Mixed Number on roll: 224

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

School address: Marlborough Road Sulgrave Village Washington Tyne and Wear Postcode: NE37 3BG

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Telephone number: (0191) 219 3825 Fax number: (0191) 219 3829

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Appropriate authority: The governing body Name of chair of governors: Mr Lesley Cash

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Date of previous inspection: 27 th April 1998

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

Usworth Grange Community Primary School is of average size for its type, with about two hundred and twenty pupils on roll including children attending the Nursery. It benefits from its association with the Usworth education action zone and also with its ‘Excellence in Cities’ initiative. It works closely in association with the local ‘Sure Start’ initiative for children in the early years of their education and with ‘On Track, North Washington’ for the support of vulnerable children. In 2002 the school’s success in the 2001 National Curriculum standard tests was recognised by a Schools Achievement Award. The school is host to an integrated unit for pupils with a statement of needs (the MLD unit). As a result the school’s proportion of pupils with specific learning difficulties is very high. The school’s context is very challenging in an area of declining population and high unemployment. A large proportion of pupils, more than 48 per cent, are entitled to a free school meal. School

p.3

USWORTH GRANGE COMMUNITY PRIMARY SCHOOL

assessments indicate that attainment on entry to school is well below that normally expected. The added enrolment of pupils with a statement of needs at different times in their school career is an extra feature affecting attainment on entry. Almost all pupils come from a White British background but a small number of pupils come from a refugee or asylum seeker background. Of these pupils some are learning English as an additional language. The incidence of pupil mobility, that is pupils arriving at and leaving the school at times other than the usual time, is almost 20 per cent, that is one pupil in five. This means that only four pupils in every five starts and finishes their primary school career at Usworth Grange. A particular aid to learning is the stability of the staff of the school. Usworth Grange Community Primary School - 2 INFORMATION ABOUT THE INSPECTION TEAM

p.3

Members of the inspection team Subject responsibilities

23647 Mr GW Cooper Lead inspector Science Geography History Personal, social and health education Citizenship 13895 Ms A Smith Lay inspector 18344 Mr D Early Team inspector English English as an additional language Physical education 1161 Mr J Hall Team inspector Mathematics Art and design Design and technology Information and communication technology 12594 Mrs M Jeavons Team inspector Special educational needs 11419 Mrs PJ Underwood Team inspector Children in the Foundation Stage Music

p.4

Members of the inspection team Subject responsibilities

Tribal PPI Barley House Oakfield Grove Clifton Bristol BS8 2BN

p.4

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 637 833) or Ofsted’s website (www.ofsted.gov.uk). Usworth Grange Community Primary School - 3 REPORT CONTENTS

p.4

STANDARDS ACHIEVED BY PUPILS 6 - 9

Standards achieved in areas of learning and subjects

p.5

STANDARDS ACHIEVED BY PUPILS 6 - 9

Pupils’ attitudes, values and other personal qualities

p.5

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 9 - 14

Partnership with parents, other schools and the community

p.5

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 27

Usworth Grange Community Primary School - 4

p.6

OVERALL EVALUATION

Usworth Grange is a very good school that has high expectations of pupils’ achievement. It is led very well. Its very good provision is well supported by effective management and supportive administration. Teaching is very good, leading to productive learning and achievement. Human and material resources are very well deployed, giving good value for money.

p.6

The school’s main strengths and weaknesses are:

• Pupils, including those attending the special educational needs unit, start from a low base but the very good quality of teaching enables all pupils to achieve very well. • The very good leadership of the headteacher is well supported by the governing body and key senior staff of the school. The unit for special educational needs is well led and managed. • Parents and pupils are very positive in their support for the work of the school. • The school makes very good provision for pupils’ personal development resulting in very good behaviour and positive attitudes to learning throughout the school. Pupils with special educational needs are positive and optimistic about their learning. • The school is skilled and perceptive in ensuring that pupils are included in all opportunities for learning. • Subject leaders fill the school’s expectations of their role well but they have no current opportunities to see lessons in their area of responsibility.

p.6

The school’s main strengths and weaknesses are:

• Governors are enthusiastic, knowledgeable about and committed to the work of the school but have no formal strategy for visiting the school to gather first-hand information about its provision.

p.6

The school’s main strengths and weaknesses are:

Good improvement has been made since the previous inspection. The school has responded well to the key issues of that inspection. Especially, very good improvement has been made in the quality of teaching and in provision made for information and communication technology and resources generally, including the new library. Areas of strength have been maintained. The school has continued to develop and improve its provision for the inclusion of its pupils in a broad range of learning opportunities.

p.6

STANDARDS ACHIEVED

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

p.6

STANDARDS ACHIEVED

Achievement in the school is very good. The results of National Curriculum standard tests do not reflect the success of the school’s achievement because they include the results of pupils with specific learning difficulties who have joined the school since other pupils took tests at the end of Year 2. The school’s tracking of the achievement of pupils attending mainstream classes indicates that they compare well with pupils from schools in a similar context. In the work seen during the inspection, pupils in main school classes attain average standards in English, mathematics and science. Given the quality of their learning and their starting point, this is very good achievement. For the school as a whole (i.e. when pupils attending the special educational needs unit are included), standards are below average. For pupils in main school classes, standards are average at the end of the Reception Year, Year 2 and Year 6. Where sufficient evidence is available, standards in other

p.6

STANDARDS ACHIEVED

subjects of the curriculum are average. Analysis of the test results of main school pupils reveals no Usworth Grange Community Primary School - 5 significant difference between the achievements of boys or girls, or among pupils from different backgrounds. Pupils with special educational needs, and the small number learning English as a new language, make very good progress.

p.6

Pupils’ personal standards and qualities, including their spiritual, moral, social and cultural

development, are very good. This is the result of very good provision for pupils’ personal development. Pupils enjoy learning and they relate well to adults and each other. Their achievement benefits a great deal from their very good behaviour. Attendance and punctuality are satisfactory.

p.7

QUALITY OF EDUCATION

The school provides a very good quality of education. This starts with very good teaching, learning and assessment . Teachers plan well, are knowledgeable about the subject they teach and promote pupils’ skills very well. Pupils find lessons interesting and behave very well, enhancing their learning. They relish opportunities to discuss and explain their thinking. This raises achievement and improves standards attained. Because work is well assessed, teachers are able to identify what pupils need to learn next to make good progress. The quality of education is enhanced by a broad curriculum and well supported by very good resources. A particular strength lies in the school’s provision for personal and social education that gets very positive results in attitudes and behaviour.

p.7

LEADERSHIP AND MANAGEMENT

Leadership and management are both very good. The headteacher’s role is very strong and sets clear lines of approach for the school’s work and further development. This is well supported by all members of staff. Governors play a good role in the work and life of the school. Because the school is very well managed, it runs smoothly, ensuring a very good climate for teaching, learning and achievement.

p.7

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents and pupils believe strongly in the school. Parents are very supportive of its work, and especially express their confidence in the work of the unit for pupils with special educational needs. Pupils express their enjoyment of lessons, their appreciation of their teachers and the way they are encouraged to join in with extra activities out of normal lesson time. Typically, one pupil asked about what was best in the school said, ‘My teacher. She’s fantastic. I love her’. And asked what should be changed, ‘Nothing. My school is perfect’. Inspectors agree with parents and pupils that the school has many strengths.

p.7

The most important things the school should do to improve are:

• Consider how the role of subject leaders can be developed in promoting higher standards. • Consider how governors can know more about the school’s strengths and areas for development through gathering first hand information, especially for their writing and publication of the annual report to parents. • Include in curriculum and accommodation development plans the further development of outdoor play for children in the Foundation Stage.

p.7

and, to meet statutory requirements:

• Ensure that the detail required is published in the school prospectus and governors’ annual report to parents. Usworth Grange Community Primary School - 6

p.7

Standards achieved in areas of learning and subjects

Achievement in the school is very good. Pupils start from a low base, make very good progress and by the time main school pupils are eleven they attain standards that are average in the subjects inspected .

p.8

Main strengths and weaknesses

• Starting with a limited range of knowledge, skills and understanding, children in the Foundation Stage 1 get off to a good start in their school life. • The quality of learning, pupils’ attitudes and behaviour put them in a good position to do well in all the subjects inspected. • Because the results of pupils in the MLD unit are included in the school’s results in the national tests, the school’s grades have been consistently low; however, this hides the fact that pupils in mainstream classes compare very well with pupils from schools in a similar social and economic context. • The work seen fully reflects the achievement of pupils in national tests. • A growing strength of the school is the use made of basic skills in literacy, numeracy and information and communication technology (ICT) in a wide range of subjects across the curriculum.

p.8

Commentary

Standards at the end of the Foundation Stage

p.8

Commentary

In relation to the early learning goals 2 by the end of Reception: Standards are Achievement is Personal, social and emotional development Average Very good Communication, language and literacy Below average Very good Mathematical development Average Very good Knowledge and understanding of the world Below average Very good Physical development Average Very good Creative development Average Very good

p.8

Commentary

1. When children join the school, their early learning is well below average. However, they settle very quickly, develop confident relationships with adults and other children and rapidly begin to make progress. By the time they are ready to leave the Reception Class they are well on target to achieve the early learning goals in personal, social and emotional development, in mathematical development and in physical and creative development. Some of the progress they make is remarkable and this is particularly so towards the end of their Foundation Stage education. However, for some, even the very good teaching is insufficient to overcome initial lack of background in communication, language and literacy and in knowledge and understanding of the world.

p.8

Commentary

1 Children in the Foundation Stage: those children attending Nursery and Reception classes. 2 Early learning goals: targets set out nationally for the learning of children by the end of the Reception Year. Usworth Grange Community Primary School - 7 Standards in national tests at the end of Year 2 – average point scores in 2003

p.8

Commentary

Standards in: School results National results reading 14.5 (13.8) 15.7 (15.8) writing 13.4 (12.8) 14.6 (14.4) mathematics 15.3 (15.2) 16.3 (16.5) There were 30 pupils in the year group. Figures in brackets are for the previous year.

p.9

Commentary

2. Although National Curriculum tests at the end of Year 2 indicate results that are well below average considered against the results of all schools nationally, when seen in the light of schools in a similar social and economic setting, their results are average. To be taken into account is the fact that a number of these pupils are those attending the MLD unit who have quite profound early barriers to learning. Given the nature of their learning difficulties, these pupils make very good progress. Overall, the school’s results are rising in line with the national trend of improvement. There is no significant difference in the achievement across the subjects tested, or in the achievement of boys and girls.

p.9

Commentary

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

p.9

Commentary

Standards in: School results National results English 23.7 (21.8) 26.8 (27.0) mathematics 24.0 (23.8) 26.8 (26.7) science 27.5 (24.7) 28.6 (28.3) There were 39 pupils in the year group. Figures in brackets are for the previous year.

p.9

Commentary

3. As at the end of Year 2, National Curriculum tests at the end of Year 6 show results that are well below average against all schools nationally. Again, this does not reflect the successful achievement of pupils in the school because a significant proportion of pupils taking the tests have difficult barriers to learning to overcome. When the results of the pupils attending main school classes are analysed, their results are consistently above or well above those of pupils attending schools in a similar setting. However, the figures officially required to be published do not accurately reflect this. On the surface, there is some difference between the achievement of boys and the achievement of girls. Boys do not appear to do as well as girls. However, most of the pupils in the MLD unit are boys, and this has a considerable effect in depressing the results of all boys in the school. When main school results only are taken into account boys

p.9

Commentary

slightly outperform girls. The trend of improvement in school results is broadly similar to the national trend of improvement.

p.9

Commentary

4. In the work seen, pupils achieve very well. Both towards the end of Year 2 and towards the end of Year 6, pupils in main school classes are reaching the standard expected for their age in English, mathematics and science. However, when the standards of MLD unit pupils are taken into account, standards in English and mathematics are below average. Standards in science and ICT remain average when the progress of all pupils is taken into account, because of the strengths and practical nature of the curriculum for these subjects. Some pupils in MLD unit classes attain the standard expected for their age and this is remarkable progress for them. Because there is great encouragement for the use of basic learning skills, average standards are also reached in geography, history and religious education, where there is sufficient evidence to make judgements. Similarly, in the work seen, standards are average in other

p.9

Commentary

subjects of the curriculum. Pupils’ successful achievement is based on their very positive attitudes to learning, on the quality of the curriculum and the persistent strength and optimism in teaching. These qualities are found throughout the school and provide a firm foundation for pupils’ progress and the continuous development and use of their skills. Pupils with learning Usworth Grange Community Primary School - 8 difficulties, both in main school classes and in MLD unit classes achieve very well and progress at very good rates in relation to their earlier attainment. They achieve well in the subjects of the curriculum, with some pupils attaining near to national averages.

p.9

Commentary

5. One reason for pupils’ achievement is that they get very good encouragement to bring a wide range of skills to bear on their learning. They are presented with a very wide range of speaking and listening opportunities, including in drama lessons. This is a very strong influence on their thinking skills. They are required to discuss their understanding and their ideas in pairs in a mature way and this has a profound impact on their ‘intellectual engagement’, their involvement in actively thinking about what they are learning. This affects achievement in every subject of the curriculum. It is also an important feature of the achievement of pupils with special educational needs attending the MLD unit classes. Overall, pupils get well-designed writing tasks, not only in English, but also in science, geography, history and religious education that enable them to accurately reflect what they have found out. They get strong encouragement to

p.10

Commentary

use their reading skills to be young scientists and historians. Equally there is good encouragement in the use of mathematical skills, for example, to make accurate measurements in science, to collect and analyse data from their investigations. There is good use of pupils’ competence in ICT across the curriculum to promote learning, although this is an area for further whole school development. The school has done a significant amount of work on thinking about how pupils learn, making changes to teaching strategies and this has paid dividends in pupils’ achievement.

p.10

Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes and behaviour are very good . Their personal development is very good and supported well by very good provision for pupils’ spiritual, social, moral and cultural development. Pupils’ attendance is satisfactory .

p.10

Main strengths and weaknesses

• Exceptionally high expectations and consistent implementation of policy result in very good behaviour. • Pupils gain self-esteem and respect for others. • Teachers stimulate pupils’ interest in learning. • Relationships throughout the school are very good. • Pupils’ knowledge and experience of culture and traditions beyond their own are limited.

p.10

Commentary

6. Pupils are keen to come to school and have very good attitudes to learning. A calm and purposeful atmosphere is evident in most lessons as teachers very effectively manage those pupils who would otherwise find it difficult to behave appropriately in lessons. As a consequence there is little disruption to classes and pupils make good gains in learning. Pupils behave very well in and around the school. They know what is expected of them and this leads to a very good learning environment in which progress can be made in raising standards. Pupils work especially well when motivated by good and better teaching. Members of staff are consistent in their exceedingly high expectations of good behaviour at all times and speak to pupils with respect and consideration. As a result, relationships within the school are very good and pupils feel safe, develop confidence and self-worth and this encourages them to

p.10

Commentary

work to the best of their abilities. Pupils with special educational needs in main school classes and in the MLD unit have very positive attitudes to learning. They are keen to come to school where they feel secure, are confident and self-assured. They consistently behave well and are Usworth Grange Community Primary School - 9 helpful and polite both in lessons and around the school. This is because the school sets high expectations for pupils’ conduct and stimulates in pupils a desire to learn. Relationships are very good.

p.10

Commentary

7. Provision for pupils’ moral and social development is very good and has a very significant impact on their attitudes, behaviour and personal development generally. The school is committed to promoting a sense of community with common and inclusive values. All members of staff provide very good role models and, in offering constant encouragement and praise, ensure that moral and social messages are clearly conveyed. Pupils come from a wide range of backgrounds yet all are made to feel equally included and very welcome. The school is good at helping pupils to develop their beliefs and values, particularly those of caring, fairness and respect. Pupils learn to listen, to think through ideas and issues and to ask relevant questions. This process helps them form their own viewpoints, whilst respecting others. Provision for the pupils’ cultural development is good. They are taught to appreciate

p.11

Commentary

their own cultural and religious traditions through religious education lessons and other activities, although there is somewhat less consideration given to cultures beyond the immediate area.

p.11

Attendance

Attendance in the latest complete reporting year (%)

p.11

Attendance

Authorised absence Unauthorised absence School data: 5.9% School data: 0.1% 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.

p.11

Attendance

8. Attendance is satisfactory. Although just below the national average, much effort has gone into significantly raising the rate of attendance since the last inspection. Unauthorised absence is below the national average. The school works well with parents and carers to encourage the regular attendance of pupils. A few pupils persistently arrive late and as a consequence miss out on vital time in lessons. Most pupils arrive in time for the beginning of the school day and are ready to begin lessons promptly.

p.11

Attendance

9. There have been no exclusions during the current academic year.

p.11

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education is very good . There is great strength in the quality of teaching that promotes very good achievement. Efficient use is made of very good accommodation and resources. Very good care and support ensure strong personal development in pupils.

p.11

Teaching and learning

Teaching and learning are very good . The quality of assessment of pupils’ work is very good.

p.11

Main strengths and weaknesses

• Very good teaching in the Foundation Stage ensures that children get off to a good start in their learning. • Teachers in Years 1 to 6 are adept at picking up on previous learning to ensure that pupils benefit from continuous progression in achievement. Usworth Grange Community Primary School - 10 • All staff put great emphasis on how pupils learn best and this has a strong effect on learning and achievement, including the learning and achievement of those pupils attending the MLD unit and the small number of pupils learning English as a new language. • Very good strategies for keeping track of progress help staff plan lessons that focus strongly on what pupils need to learn next. • There is good teamwork among all staff and the individual skills of teachers and learning support assistants are put to good effect.

p.11

Commentary

10. There are significant strengths in teaching across the school. Teachers have a very strong understanding of what makes a good lesson. Very good management of pupils, including some that present challenging barriers to learning, ensures that pupils are secure and confident in their relationships with adults. Teachers plan effectively and this is a good support to the pace of lessons and the way they are taken confidently. Pupils are encouraged by this and stay alert and concentrate well. Staff make good use of their interests and experience and this is reflected in the shared enthusiasm between staff and pupils in lessons like drama, ICT and history. Many very good lessons were seen during the inspection and one lesson was excellent. The excellent lesson, in Year 6, was a drama lesson of remarkable pace, challenge and intensity that demanded the most of pupils’ skills, concentration and feeling for others. The

p.12

Commentary

overall quality of teaching is very well reflected in the quality of work seen in pupils’ books, indicating that teaching over time is as consistently strong as the teaching seen during inspection. The combined strengths of teaching are reflected in the table of lessons seen below.

p.12

Commentary

Summary of teaching observed during the inspection in 55 lessons

p.12

Commentary

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor

p.12

Commentary

1 (2%) 29 (53%) 17 (31%) 8 (14%) 0 (0%) 0 (0%) 0 (0%) The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.

p.12

Commentary

11. The basic skills of learning in literacy, numeracy and ICT are taught very effectively. Not only are dedicated lessons in English, mathematics and ICT strong, but also there is great encouragement for pupils to use their learning in other subjects across the curriculum, enhancing the quality of their learning and giving them very good opportunities to use their growing skills. Teachers are good at giving praise where it is merited, not just for getting things right, but also for effort, endeavour and for making progress, even if that progress is at times in small steps. That is why the atmosphere for learning in MLD classes is so positive. Many of these pupils have previously been discouraged in their learning. In the MLD unit there is a common characteristic that every pupil's effort is valued and encouraged. A particular strength of the school is the way staff share objectives for learning with pupils. This keeps them

p.12

Commentary

securely in touch with what they need to learn next and helps to keep them encouraged and engaged in their work. Another consistent strength is the school’s emphasis on discussion with ‘talking partners’. This gives pupils frequent opportunity to talk about what they know and understand and is a strong impetus for learning from each other. The strategy makes sure that pupils are very strongly engaged in the thinking and reasoning process.

p.12

Commentary

12. Teachers and learning support assistants plan well and use their skills well to ensure that all pupils get appropriate learning opportunities. Pupils who find learning relatively easy are challenged and stretched in the work they do. Those who find learning difficult, a high proportion in this school, get great encouragement and grow in confidence and self-assurance. Those pupils who are learning English as a new language do not get a great deal of individual specialist support. However, the school makes very good use of the specialist support it gets and teachers are good at encouraging and motivating pupils who are not familiar with the language of the classroom. This ensures that all pupils are included in the learning Usworth Grange Community Primary School - 11 opportunities provided. For pupils with special educational needs, teaching is stimulating, enthusiastic and continually challenging, stemming from very good knowledge of the

p.12

Commentary

curriculum, how to teach and how pupils learn. Teaching methods are good, interesting resources are used and work is differentiated to suit individual needs. Well-directed learning support assistants reinforce and support learning very effectively. A thorough programme of assessment and review is used consistently and pupils have targets for both literacy and numeracy, which link with individual learning plans and are well monitored. Across the school, there is very good use of resources to encourage learning. This is particularly the case in history, where the school has collected historical objects well calculated to stimulate and engage pupils. It is also the case in religious education, where there is an extensive range of religious objects for pupils to learn from.

p.13

Commentary

13. Teachers are good at keeping track of pupils’ progress and this enables them to plan well for future learning. There are good strategies for questioning pupils that clarify what they know and understand and that keep them engaged in thinking about the lesson. Work is well marked so that teachers know where individuals are and what their next targets need to be. The quality of assessment of progress and the way in which future lessons are planned are strong features in ensuring the progress of classes, ability groups and individuals is built upon step by step.

p.13

Commentary

14. There are no major weaknesses in lessons. All lessons were satisfactory or better in quality. Occasionally the pace of a lesson is rather slow and this is reflected in the restlessness of a few pupils. Occasionally less well-focused behaviour is not well dealt with by the teacher and this, too, has an effect on the pace and challenge of the lesson. In one or two lessons, the learning objectives and associated tasks were not as clear to pupils and this affected that quality of their learning. Overall, the school has made good improvement in the quality of teaching. Many factors promote a very good quality of learning, however, the use of homework, while satisfactory, is not a strongly promoted and consistent feature of learning.

p.13

The curriculum

The school provides a well-planned, broad and rich curriculum that includes a good range of extra curricular activities. The school ensures that its accommodation and resources support learning very well.

p.13

Main strengths and weaknesses

• All pupils have equal access to the curriculum and opportunity to succeed. • There is good provision for extra curricular activities so that pupils' learning is extended and enriched. • Provision for pupils with special educational needs and those for whom English is a second language is very good, so that these pupils achieve very well. • The school’s provision for personal, social and health education contributes significantly to pupils' confidence and the respect with which they treat each other. • The school uses its very good range of resources and accommodation very efficiently. • Children in the Nursery have very good access to outdoor play facilities; access to these facilities is not as good for children in the Reception Year.

p.13

Commentary

15. The school has successfully addressed criticisms from the previous inspection and now provides well-resourced and planned opportunities for pupils to extend their skills in ICT. This helps to raise standards. In a similar way the school now provides more opportunities for pupils to take part in independent research and investigation. This has been enhanced by the increased library and ICT provision. The school has successfully developed thinking, speaking and listening skills across the subjects of the curriculum. This has helped pupils to improve Usworth Grange Community Primary School - 12 these skills and to develop their confidence in discussing and reflecting on their work in order to enhance their learning.

p.13

Commentary

16. A wide and interesting range of extra curricular activities is provided in order to enrich the curriculum. These include sport, music, computer and European clubs. This is complemented by a good range of educational visits, including a residential visit to Keswick. The school welcomes visitors such as theatre groups, artists, journalists and people from other cultures. These help to extend and enrich pupils' learning. The curriculum is further enriched by the opportunities provided for pupils to take part in drama productions. The school makes very good use of drama as part of its work in literacy and in personal and social education to help develop confidence and self-esteem. Provision for personal, social and health education is very good so that pupils generally behave very well, relate very well and responsibly to each other and have very good attitudes to learning. In subjects such as science, English and religious education and in assemblies and on occasions when the whole

p.14

Commentary

school meet together, pupils learn life skills and personal and social skills.

p.14

Commentary

17. Provision for pupils with special educational needs and those for whom English is a second language is very good. All pupils have full access to the curriculum and opportunity to succeed. This is why these pupils usually make very good progress. The school is very careful to ensure that pupils for whom English is not the mother tongue are well integrated into the life and work of the school. Pupils’ needs are identified at an early stage and the support provided by the local authority support teacher and class teachers helps these pupils to make very good progress. The school makes very good use of the special educational needs support unit. Pupils in the unit are very well integrated into the work of the school and the school makes very flexible use of its staff and resources to ensure that all pupils have equal access to the curriculum. Pupils with special educational needs have full access to a broad and balanced

p.14

Commentary

18. Resources and accommodation are very good and are used very efficiently to provide a good basis to support the curriculum and enhance learning. Apart from books and other materials to support the learning of basic skills, provision for ICT is now very good and well used. There are plentiful stimulating resources to support learning in geography, history and religious education. The accommodation is very good, enhanced by a newly-resourced computer suite and benefiting from two spacious halls. Accommodation is well maintained and enhances the quality of learning. Children in the Nursery have good access to outdoor play activities. However, access to outdoor activities in the Reception Class is less adequate. The school employs sufficient well-qualified and experienced staff, teachers and learning support assistants and they are well deployed where they are needed most. Teaching in the MLD unit is well targeted on the needs of these pupils and this provision is particularly well thought of by

p.14

Overall evaluation

Pupils are cared for, guided and supported by the school well . Support, advice and guidance for pupils are good . There is satisfactory involvement of pupils through seeking, valuing and acting on their views.

p.14

Main strengths and weaknesses

• All members of staff know pupils very well and provide them with good access to well-informed support, advice and guidance. • Procedures for ensuring the welfare, health and safety of all pupils, including child protection are good. • Pupils in school have good and trusting relationships with adults in the school. Usworth Grange Community Primary School - 13 • There are no regular channels for seeking, valuing and acting on pupils’ views.

p.14

Commentary

19. Members of staff know the pupils very well and are always available to discuss any problems pupils may have. All staff work extremely hard to develop and maintain the very good relationships observed within the school community. This helps pupils to feel secure and to settle down to concentrating on achieving higher standards. This is an excellent feature of the provision made by the school. Teachers are keen to foster the development of personal and social skills. Pupils are eager to become involved in helping in school and conscientious in undertaking the tasks set for them by the school.

p.15

Commentary

20. Adults in the school are vigilant about the pupils in their care, who are very well supervised during the school day. All members of staff are aware of any medical or welfare needs of pupils and understand the health and safety and child protection procedures very well. There are few accidents in the school.

p.15

Commentary

21. Pupils with learning difficulties are given very good support to ensure that the specific needs of each child are met. The school liaises with support staff and outside agencies, and learning support assistants are thoughtfully deployed to give effective support. Pupils feel very well supported by all the school and are confident that they can always rely on the adults in school to offer help and give advice when needed. The good provision for personal and social education supports pupils’ needs and provides an opportunity for seeking pupils’ views. At present there are no regular mechanisms for involving pupils more closely in the work and development of the school.

p.15

Overall evaluation

The school has good partnerships with parents, the community, other schools and providers.

p.15

Main strengths and weaknesses

• Parents are supportive of the school. • The school warmly welcomes parents into school and operates an open-door policy. • The school has few means of regularly seeking, valuing and acting on parents’ views. • The provision of information for parents about the school and about pupils’ progress is good.

p.15

Commentary

22. The school operates an open-door policy to encourage parents and carers to discuss personal matters that may affect their children at any time. Many parents and carers noted that they are pleased with what the school provides for their children. Parents’ concerns and views are listened to, although at present this relies on informal dialogue with parents who visit the school. There is no system in place to ensure that the school regularly gains and acts on all parents’ and carers’ views.

p.15

Commentary

23. Parents are kept well informed about school activities and kept up to date about their children’s development through parents’ meetings and annual reports. Arrangements for parents of pupils who have special educational needs to receive appropriate information and attend reviews when necessary are very good. Usworth Grange Community Primary School - 14 24. Although there is no parent teacher association, parents, carers and the local community keenly support the many school activities and initiatives provided, such as the Breakfast Club. Parents attend school performances and events such as discos and summer or Christmas fairs. Parents are willing to help with transporting pupils to events outside school and are enthusiastic in attending events that involve their children, such as class assemblies and sports day. In this way parents and carers effectively support pupils’ personal development

p.15

Commentary

and help to broaden the scope of their educational experiences.

p.16

LEADERSHIP AND MANAGEMENT

The leadership and management of the school are very good . The governance of the school and the effectiveness of other key staff are good . Very good management and efficient organisation ensure that the school runs smoothly and calmly.

p.16

Main strengths and weaknesses

• The headteacher provides a very good leadership. • The governing body has a clear understanding of the school’s strengths and weaknesses but lacks a format for gathering information for itself. • An effective and inclusive school development planning process provides the school with clear priorities for the future. • The monitoring role of the subject leaders, including the non-core subjects, is well defined, but there is a lack of opportunity to observe their subjects being taught.

p.16

Commentary

25. The governing body is well organised and manages its work efficiently through relevant committees and delegated responsibilities. Apart from some minor omissions in the information provided for parents, that do not affect standards or the overall provision of the school, statutory requirements are met. The governors are knowledgeable and very aware of what the school does well, understanding the main strengths and weaknesses. They act as a ‘critical friend’, challenging decisions made. However they depend on the headteacher for much of their information as there is no current strategy for formal and systematic visits to the classrooms to gain the knowledge first hand. The governors have a good grasp of the financial management of the school.

p.16

Commentary

26. The headteacher leads the school very well and all the staff are appropriately focused on standards and inclusion. The clear leadership has resulted in careful analysis of the relevant assessment information and setting appropriate priorities. Although the school development plan contains brief action plans from every subject leader the main priorities are clearly outlined with few targets and carefully thought out success criteria. It is regularly monitored. The development plan may only show the priorities for the year but the headteacher has already prepared future plans and shared them with the governors. Everyone shares the school’s vision for the future because all staff are involved in devising it, so all have similar expectations.

p.16

Commentary

27. The headteacher has created a dedicated team of teachers who are performing very well and are also committed to evaluating and improving their work. The leadership of the senior management team is very good and they are very supportive of the headteacher. The subject leaders’ monitoring roles are well defined but they lack the opportunity to observe teaching in their subject. They are expected to devise their own action plans and to follow them through.

p.16

Commentary

28. The school has good strategies for self-evaluation. Performance management is appropriately linked to a programme for observing teachers working with pupils and is very effective, as targets are set for the necessary improvements. There is a strong commitment to continuing professional development for all the staff. This supports them in celebrating their strengths and provides further opportunities for training, particularly those relating closely to priorities highlighted in the school development plan: for example, training in the use of computers both Usworth Grange Community Primary School - 15 for teaching staff and learning support assistants. The school has a very low turnover of staff, which has a positive effect on the welcoming ethos of the school. The constructive involvement of teaching and support staff in deciding the school’s priorities and as members of teams helps all those working in the school to be more confident and committed.

p.16

Commentary

29. The special educational needs co-ordinator is also the leader of the special educational needs unit and manages the area well. There is an enthusiastic and knowledgeable special educational needs governor who meets the co-ordinator on a regular basis and makes visits during school hours. Special educational needs documentation is completed satisfactorily and plans for the learning of individual pupils with special educational needs are good with clear, measurable objectives. Reviews are held appropriately. Pupils do not attend reviews and, although invited, almost half of parents do not attend.

p.17

Commentary

30. Financial management is good. The headteacher, chair of governors and the finance committee regularly monitor the budget. Good care goes into planning expenditure and to ensuring value for money. However, the cost per pupil is high in comparison to other schools because of the additional funding for the provision of teachers and support for pupils with special educational needs over and above the usual funding. The relatively large carry forward is already committed and earmarked for building works. Given the context of the school, its provision and pupils’ achievement, good value for money is provided.

p.17

Financial information

Financial information for the year April 2002 to March 2003

p.17

Financial information

Income and expenditure (£) Balances (£) Total income £808,128 Balance from previous year £35,676 Total expenditure £815,891 Balance carried forward to the next £27,913 Expenditure per pupil £3,162

p.17

Financial information

Example of outstanding practice An excellent lesson with Year 6 pupils that not only strongly promoted skills in drama but also enhanced pupils’ thinking skills, their speaking and listening and their personal and social maturity. This lesson was taken at a breath-taking pace that made great demands of pupils. The teacher had identified a large number of learning objectives that expressed high expectations of pupils’ thinking, engagement and concentration. Many different activities kept pupils challenged and engrossed. The teacher’s skill ensured that every moment of available time was occupied productively. Pupils explored their own deep feelings and emotions but also sharpened their sensitivity to the needs of others as they worked in pairs and small teams. They learned a great deal about the effective use of voice and face in a range of situations and also about how to use body language effectively. This lesson had a profound effect upon their ability to cope in different

p.17

Financial information

contexts but also gave them great freedom of expression and release of tensions in a very self-disciplined setting. Usworth Grange Community Primary School - 16

p.17

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for the children in the Foundation Stage is good . Teaching is very good and children are offered a wide range of experiences in all areas of learning.

p.18

Commentary

31. The provision for the Foundation Stage is a strength of the school. Children are admitted to the Nursery Class immediately after their third birthday, if there is an available place, otherwise in the September before their fourth birthday. Presently there are 22 children in the Nursery Class, of whom six are three years old and the rest four. Most attend part time, five mornings and two afternoons a week. There are 20 children in the Reception Class. The majority of children have had limited pre-school experience, often in the Toddler Group which is held weekly in the Nursery. Both classrooms have interesting displays of children’s work. The Nursery children have access to a secure outdoor area that is used for wheeled toys. However, the Reception children do not have immediate access, making it difficult for the teachers to use the area effectively as an extension of the classroom. The school is aware of

p.18

Commentary

this and is looking into ways of providing the Reception Class with appropriate provision. Attainment on entry is well below average, particularly in communication and number skills. The support given by the learning support assistants for all children, not just those identified with special needs, has a very positive effect on their learning, helping them understand their work. Regular assessment is carried out thus informing teachers of children’s successes or difficulties, so plans can be amended to meet their needs. Overall, management of the Foundation Stage is good.

p.18

PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT

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

p.18

Main strengths and weaknesses

• Every opportunity is taken to enhance the children’s development and the majority are on course to achieve the expected levels by the end of the Reception Year. • The children achieve very well because of all the activities provided and the very good teaching. • Very good relationships are being established so the children feel secure and happy.

p.18

Commentary

32. Children enter school with undeveloped personal and social skills but through the many opportunities provided in both the Nursery and Reception classes most are on course to achieve the expected levels by the end of the Reception Year. Most children manage to conform to the high expectations of good behaviour set by the staff. They know the routines well, settle quickly to tasks with the minimum of fuss and behave sensibly. Children are well focused, interested in their work and concentrate well. They are eager to learn. A calm working atmosphere pervades most sessions. The very good teamwork of the adults provides the children with very good role models for co-operation. All adults expect the children to listen and respect others. However, particularly in the Nursery Class, some children are over-excited and call out rather than waiting for their turn. In a session in the Reception Class children listened

p.18

Commentary

carefully to their peers and very patiently waited for their turn to speak. Because of supportive relationships and the welcome in the classes, children are confident to ask for help and feel secure. Consequently they enjoy coming to school. Usworth Grange Community Primary School - 17

p.18

COMMUNICATION, LANGUAGE AND LITERACY

Provision for communication, language and literacy is very good , particularly in the Reception class.

p.19

Main strengths and weaknesses

• The quality of teaching is very good and helps to ensure children achieve well. • Children are given many opportunities to develop their language skills and extend their vocabulary. • A good range of activities is planned to help children develop reading and writing skills.

p.19

Commentary

33. Early indications suggest that although some children are on course to achieve the expected levels there are quite a few who will struggle. However, as the children enter school with poor language skills, all have made very good progress and achieved well, even if the expected levels are not reached by the end of their Reception Year. Children for whom English is an additional language also achieve very well, becoming confident speakers and readers. Every opportunity is utilised to ensure children’s language skills are extended either through questioning or through talking about the activity. However, there are times when the questions do not allow children to respond except with a single word and this does not help their language development. Although children are confident to speak to adults and in class sessions, many are not very articulate and often answer with one word or a very simple sentence. All children enjoy listening to stories and sharing books. Occasionally in the Nursery

p.19

Commentary

opportunities are missed when children could join in well-known parts of a story; such as ‘Fee fie fo fum!’ in Jack and the Beanstalk, whereas children in the Reception Class really enjoyed reading familiar parts of the story ‘Dear Zoo’. They also enjoy reading for themselves. The higher-attaining children read accurately, can answer simple questions about the story but are not confident to retell a story. Lower-attaining children know some letter sounds and are beginning to sound out unfamiliar words. Children are given a variety of activities to explore writing, developing their skill through mark making and then beginning to make recognisable letter shapes as they explore sounds and rhymes.

p.19

MATHEMATICAL DEVELOPMENT

Provision for mathematical development is very good .

p.19

Main strengths and weaknesses

• The quality of teaching is very good so children make very good progress towards achieving the expected levels. • A range of practical activities are provided to extend children’s understanding in different areas of mathematics.

p.19

Commentary

34. Because of the very good teaching many children are on course to reach the expected levels, illustrating very good achievement, as attainment on entry in this area of learning, is well below average. Every opportunity is taken to encourage children to count and explore mathematical concepts. Children in the Nursery were questioned about numbers during a counting game: How many have you got? Who has most/least number of counters? How many more do you need to win? Children in the Reception Year count confidently to 20 and back and some recognise that 6+6=12 or 12-6=6. The teacher uses puppets very effectively to stimulate and motivate the children. They are very enthusiastic and enjoy mathematics because the activities are challenging and interesting.

p.19

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Usworth Grange Community Primary School - 18 Provision in knowledge and understanding of the world is very good .

p.20

Main strengths and weaknesses

• A very good range of relevant experiences is provided for the children. • Children have opportunities to use the computers and develop their skills.

p.20

Commentary

35. Children enter school with limited knowledge about the world in which they live, but because of very good teaching and opportunities they begin to develop an understanding of the world around them. They enjoy exploring the school grounds and looking at buildings near the school. A recent visit to the local garden centre provided them with seeds to plant in their garden. Other visitors include theatre groups, parent and baby, the vicar and the local policeman. Visits and visitors enhance the children’s learning and broaden their horizons. Children’s computer skills are developing well as they begin to show good mouse control moving the cursor round the screen or using a paint program to build shape pictures.

p.20

PHYSICAL DEVELOPMENT

Provision in physical development is good .

p.20

Main strengths and weaknesses

• Because of good teaching most children are on course to achieve the expected levels. • The lack of an immediately accessible outdoor area for Reception children detracts from the provision for physical development.

p.20

Commentary

36. Reception children enjoy physical activities in the hall, demonstrating good body control and spatial awareness. They travel around the hall using interesting moves and when using apparatus wait patiently for their turn. Children are given opportunities to develop pencil control through specifically designed worksheets. Other activities encourage them to use scissors to cut out carefully and to use a needle to sew round the edges of a felt toy: successfully achieved by many children. The Nursery children enjoy access to a pleasant outdoor area and confidently enjoy riding on wheeled toys. However the Reception Class do not have immediate access to the area and this limits opportunities for effectively planning the use of the area as an extension of the classroom. The school is aware of this and is looking at ways to improve access.

p.20

CREATIVE DEVELOPMENT

The provision for creative development is very good .

p.20

Main strengths and weaknesses

• Children are given a wide range of experiences and activities to explore different media.

p.20

Commentary

37. Although little direct teaching was observed, photographic evidence and displays show careful paintings, collages, paper weaving, patterns with pasta, marbling and shape pictures. Many opportunities are provided for role play, sometimes within a lesson and at other times during free choice. The role-play areas reflect the topics: for example the ‘vets’ in the Reception and Usworth Grange Community Primary School - 19 the ‘garden centre’ in the Nursery. Children also enjoy singing, using rhymes and action songs to enhance their learning.

p.20

Main strengths and weaknesses

• The quality of teaching is very good and this leads to very high achievement for pupils of all abilities. • The school makes very good use of assessment in order to set targets for improvement. • The literacy strategy is well used in order to help pupils to build on previous work.

p.21

Commentary

38. The school has worked hard to develop thinking, speaking and listening skills. This has helped to improve standards in these skills and extend pupils' confidence in participating in discussions and in answering and generating questions. This has been enhanced by the school's very strong tradition of drama and by the very good relationships fostered throughout the school so that pupils are generally very eager to engage in discussions with each other and the teachers because they know that their efforts will be valued. In Year 1, pupils worked together in pairs to devise and then ask questions of the teacher who was taking on the role of a character from a story. This helped to increase their speaking and listening skills and their understanding of text.

p.21

Commentary

39. The quality of teaching has improved since the previous inspection. Teaching and learning are very good. Because teachers generally have very good subject knowledge and use clear explanations they teach the basic skills very thoroughly. This is why most pupils develop the use of appropriate strategies when meeting new or unfamiliar words and older pupils know how to use the library system and access information in books. Pupils are given a wide range of reading materials. This has improved since the previous inspection. The library and classrooms are very well resourced and teachers use challenging questions so that by the end of Year 6 most pupils understand the significant ideas and events in texts and learn to read between the lines. In Year 6, lower-attaining pupils increased their understanding of character representation when the teacher asked, ‘What was he feeling?’

p.21

Commentary

40. The school has improved its use of assessment since the previous inspection and now makes very careful use of assessment in order to guide its planning and check pupils' progress. This is complemented by the very thorough and detailed comments used by teachers when they mark pupils' written work. This helps them to know what they do well and what they need to do in order to improve. Pupils’ regularly-monitored targets for improvement further enhance this. Teachers ensure that pupils write for a wide variety of audiences and purposes so that, for example, pupils in Year 6 produce well-written critical appreciations of drama performances. In Year 4 they write effectively in journalistic styles and in Year 2 pupils produce imaginative poetry. Because teachers have high expectations and provide many opportunities for discussion and the sharing of ideas, most pupils throughout the school use a widening range

p.21

Commentary

of interesting vocabulary and understand the need for accurate punctuation and neatly- presented work.

p.21

Commentary

41. A significant factor in the very high achievement made by most pupils is the very good provision made in lessons for pupils of all abilities, including those with special educational needs and those for whom English is a second language. In Year 6, pupils are taught in classes of similar ability so that they are challenged at the appropriate levels. Higher-attaining pupils engaged very confidently and articulately in discussions about how authors create Usworth Grange Community Primary School - 20 suspense, and lower-attaining pupils joined the teacher in producing an example of suspense filled writing, including the use of imaginative sentences such as ‘Bitter dismay gripped her.’ Because teachers know pupils very well they ask questions which are very skilfully focused on individual levels of understanding. In the special educational need support unit, for example, the teacher's questioning prompted an older pupil to provide a very clear explanation of the word,

p.21

Commentary

‘reluctant’, encountered in the text the class were sharing. In Year 2, pupils' understanding of explanatory texts was extended because the teacher very carefully organised pupils into ability groups within class so that work was closely aligned to their abilities and pupils were supported by the class teacher, classroom support assistants and the special educational needs co-ordinator. The local education authority support teacher for pupils for whom English is a second language works very closely with class teachers to ensure that these pupils receive continuity in their learning and this helps them to achieve very well.

p.22

Commentary

42. The subject is well led and managed. The co-ordinator organises the subject well and ensures that the national literacy strategy is well used to enable pupils to build securely on previous work and to structure their work appropriately. She has a good understanding of the subject and checks work and planning in order to make improvements.

p.22

Literacy in other subjects of the curriculum

43. The school makes good use of literacy in other subjects of the curriculum. This helps to give a relevance to the pupils’ work and helps to increase their skills in English and in their understanding the other subjects. In history, for example, pupils write letters to parents, imagining they are evacuees. In religious education, pupils describe Sikh and Jewish festivals. They produce accounts and poems using ICT skills.

p.22

Main strengths and weaknesses

• Pupils achieve very well because the quality of teaching is very good. • Pupils have very good attitudes to their learning. • The school provides very good support for pupils with special educational needs.

p.22

Commentary

44. Standards of attainment, including those of pupils with special educational needs, in Year 2 and Year 6 are below average overall. At the time of the previous inspection, approximately a third of Year 6 pupils attained the expected level or above in national tests. The work of the current Year 6 pupils seen during this inspection suggests that almost two thirds are on course to attain this standard. Pupils in mainstream classes attain average standards in mathematics. Given the attainment of these pupils when they joined the school, this is very good achievement. Pupils attending the special educational needs unit also achieve very well. This level of achievement among all pupils is due to very good teaching and the school’s skilful organisation for teaching pupils in ability groups. In a Year 2 higher-ability group, pupils demonstrated their understanding of the place value of all numbers up to 100. All pupils in this

p.22

Commentary

group recognised the written and digital methods of recording numbers. In a similar ability group in Year 6, pupils accurately added and subtracted decimals to two places, whilst a significant minority of these pupils checked their solutions by applying the inverse operation or by estimating. The majority of pupils attending the special educational needs unit count successfully in ones from any two-digit number and in tens from a three-digit number. They are confident in using keyboard skills to reinforce this learning in the computer suite. Usworth Grange Community Primary School - 21 45. The quality of teaching is very good, which is an improvement since the previous inspection. Teachers have very good relationships with pupils. All pupils are encouraged to join in class discussions and they are made to feel included. Consequently, they feel a part of lessons and have very positive, enthusiastic attitudes to their learning. All pupils are challenged to give their

p.22

Commentary

best according to their ability. The pace of learning for pupils who attend the special educational needs unit is no less demanding. In one lesson, the teacher’s encouragement and gentle prompting engaged all pupils in their number work at a steady but constant pace. The very good use of the computer suite within the same lesson showed that pupils were very well used to this kind of varied learning towards one objective. They tackled the task individually with great maturity and high levels of concentration.

p.23

Commentary

46. The subject leader has a clear view of what needs to be improved and has worked with staff to put monitoring and planning strategies into practice. However, there has not yet been sufficient time for the subject manager to monitor work in the classrooms.

p.23

Mathematics across the curriculum

47. Pupils often use mathematics as part of their work in other subjects and consequently develop an appreciation of the practical use of these skills. Whilst there is currently no systematic planning for integrating mathematics in other subjects, pupils are nevertheless given opportunities in art and design, design and technology, science and English to use their mathematical knowledge. In a Year 6 English lesson the teacher asked pupils to imagine a graph and ‘plot’ the points of tension and calm through a story they were studying. This was reinforced visually on the board with the axes and points as pupils responded.

p.23

Main strengths and weaknesses

• The programme of study is based on a practical and investigative approach that gives very good support to pupils’ achievement. • The quality of teaching seen is very good and particularly strong with the oldest pupils in the school. • Standards, including the standards of some pupils attending the MLD unit, are average by the time pupils are eleven. • There is a particular strength in the way pupils are encouraged to use their speaking and listening skills in science but they are not consistently required to explain why their investigations are scientifically valid. • The subject is very competently led.

p.23

Commentary

48. In the lessons seen, teachers insisted that pupils take a practical ‘hands on’ approach to science. This characteristic of the work of the school is found also in the work in pupils’ books. For example, Year 6 pupils in the MLD unit had to discuss and make decisions about how they could separate a range of different solids, some of which were soluble in water. They rose ably to the challenge, organising themselves and their approach to the work well. There is a whole school expectation that pupils come to understand that there is a logical and systematic approach to scientific investigation. This was apparent both in lessons seen and in the work in pupils’ books. While there is some very good work done on the nature of ‘fair testing’ (what it is that makes an investigation scientifically valid), this is not a consistent theme of pupils’ work across the school. Despite this, pupils are very well taught and this is especially the case in

p.23

Commentary

lessons with the oldest pupils in the school. All three lessons seen with Year 6 pupils, including the pupils attending the MLD unit, were very good. The teaching is enthusiastic, brisk and well Usworth Grange Community Primary School - 22 informed. Pupils are expected to be young scientists and this is made clear when the teacher asks of a pupil, ‘Well, professor. What do you think?’ Because the programme of study takes a practical approach, and because the teaching is very well organised and pupils’ behaviour and attitudes are good, they achieve well. Teachers make sure that higher-attaining pupils are challenged in their work and achieve well. Teachers of those who find aspects of learning difficult make sure that tasks are appropriate and that pupils get good support, so that they achieve well, too. As a result, most pupils reach the standard expected for their age. This includes some of the pupils with a statement of special educational needs attending the MLD

p.23

Commentary

49. There is a whole school characteristic seen in science lessons of giving pupils plenty of opportunity to discuss what they know, think and have found out. This is done very systematically with ‘talking partners’. This is a very strong stimulus to pupils’ understanding. Because they are required to explain, they need to think carefully and get actively involved in their learning. It is of particular benefit to higher-attaining pupils because they are set free from the restrictions of a narrow task and can explain at length with precise use of scientific vocabulary. There is great benefit to the learning of pupils who frequently find written explanations difficult because discussions give them opportunity to think things through and practise their explanations before it becomes necessary to write anything. However, it is not always clear from pupils’ written work that they are required to understand and explain what

p.24

Commentary

makes an investigation fair and valid. There are some examples of pupils writing about keeping most factors the same and changing only one to conduct a test but no explanation that to be reliable any test needs to be capable of being repeated with the same result.

p.24

Commentary

50. The subject is very well led within the school’s expectations of the role of subject leaders. The policy and programme of study have been kept up to date, a resource audit has identified deficiencies that have been addressed and there is a suitable action plan to take the subject forward. However, the subject leader has no opportunity to check on how good teaching is so that provision can be improved even further. There is good use of pupils’ literacy and numeracy skills to support learning in science. There is some use of ICT, for example, for access to scientific information.

p.24

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology is good .

p.24

Main strengths and weaknesses

• Standards have improved since the previous inspection. • There is very good provision of resources and accommodation for the subject. • The quality of teaching is good. • Significant improvements in schemes of work, planning and teachers’ expertise since the previous inspection have had a very positive impact on pupils’ attainment. • The opportunities for pupils to study a wide range of control technology are underdeveloped.

p.24

Commentary

51. Standards of work in Year 2 are below average. By Year 6, pupils’ skills are average. Overall, given the attainment of these pupils when they joined the school, this is very good achievement. This level of achievement among all pupils is due to good teaching and raised levels of expertise among teachers. Good planning and very good resources have also contributed significantly to the opportunities that all pupils have to study a wide range of applications. Pupils in Years 1 and 2 have wide experience of word processing to describe pictures or write short sentences. Pupils in Year 3 also create a colour image based on the work of Piet Mondrian, using all the relevant tools. They confidently save and print their work. When researching a geography topic these pupils confidently use a relevant program to find Usworth Grange Community Primary School - 23 out information and share this with their classmates. However, their knowledge of how to use

p.24

Commentary

ICT to plan and give instructions to make things happen is limited. Pupils, including those with special educational needs, make rapid progress as they move through the school and, by the time they are in Year 6, most have a wide knowledge and understanding of a range of ICT uses. They know how to find information from a variety of sources including the internet and present this information in, for example, a series of computer-generated slides. Pupils attending the special educational needs unit use a branching database, building a ‘tree’ involving up to five questions.

p.25

Commentary

52. The quality of teaching is good. Teachers have gained considerable expertise since the time of the previous inspection and use this effectively to give pupils a considerable range of opportunities, both within the direct ICT lessons and across a range of other subjects. They ensure that pupils’ learning benefits from the resources now available. They give good individual support to pupils on computers, which solves problems very quickly. This maintains concentration and interest very well.

p.25

Commentary

53. The subject leader has a clear overview of the current situation and what areas need to be improved, such as better provision for pupils to study control technology. This is at an early stage, although satisfactory examples of pupils controlling events on screen were seen during the inspection. For example, Year 3 pupils were observed compiling instructions to a drinks machine. New schemes of work, based on national guidelines, and a good programme of training for teachers have raised expectations of what pupils should achieve. The new computer suite and deployment of further computers around the school have had a significant, positive impact on standards. The opportunities that pupils have to study the subject have been considerably increased since the time of the previous inspection.

p.25

Information and communication technology across the curriculum

54. Pupils have good opportunities to use their ICT skills outside of direct teaching sessions. Many examples of the way in which this is done were seen during lessons and from pupils’ previous work. While standards are average, pupils make competent use of their skills. These include:

p.25

Information and communication technology across the curriculum

• The use of research skills in geography and history. • Classification of animals in science using a branching database. • Development of numeracy skills in mathematics. • Making images in art for a variety of purposes. • The use of word processing to draft work directly in English.

p.25

Information and communication technology across the curriculum

55. The level of access to ICT facilities across subjects for pupils attending the special educational needs unit is equally good. As well as direct ICT lessons, pupils regularly use the computer suite successfully to enhance their numeracy and literacy skills.

p.25

Main strengths and weaknesses

• Teaching is very good overall. • Pupils achieve very well and standards are average. • Provision is very good because the subject is well led and all available resources are deployed very effectively.

p.25

Commentary

Usworth Grange Community Primary School - 24 56. Three lessons were seen, reflective of the work across the full age range. The work seen in pupils’ books confirms the consistently very good quality of teaching and the very good achievement. Of particular note is the way teachers make good use of their considerable subject knowledge, planning effective lessons that go briskly and confidently. This engages pupils well in their learning. Pupils’ knowledge and understanding of the world are limited but the quality of their learning enables them to achieve standards that match pupils of similar age. For example, pupils in Year 2 understand a great deal about a contrasting location, India, because the range of activities planned for them gives them deep insight into Indian culture, food, dress and living conditions. Very good use is made of adult expertise, for example, of a visitor from an Indian background and of the caretaker in his interview with Year 5 pupils

p.26

Commentary

studying the practical implications to school of the water cycle they have been studying.

p.26

Commentary

57. Good subject leadership ensures efficient coverage of the requirements for the subject. The programme of study is lively and interesting for pupils. It makes good use of their growing literacy skills. Lesson planning ensures that the needs of different groups of pupils are catered for, whether pupils find learning easy or difficult and whether they are learning English as a new language. Resources have been thoughtfully obtained and teachers put them to good use. There is good use of collected samples of work and photographs to assess how well the subject is being taught. However, the subject leader has no opportunity to check for himself how well lessons go.

p.26

Main strengths and weaknesses

• Teaching is good overall. • Pupils’ achievement is very good. • The work in the subject is well managed and organised.

p.26

Commentary

58. Teachers make good use of their confident subject knowledge in history. Lessons are enthusiastic and this helps pupils concentrate well on their tasks. In the work seen in pupils’ books, they achieve the standard expected of pupils of their age. This is very good achievement given that they lack many basic skills and understanding when they first enter school. Planning and classroom arrangements for support ensure that different groups of pupils have equal opportunity to achieve well. The arrangements for pupils in the MLD unit ensure that they have as much opportunity to benefit from lessons as other pupils of the same age.

p.26

Commentary

59. Because the curriculum is well organised, pupils in Years 1 and 2 have the opportunity to establish their understanding of what life was like in times past compared to the present, for example, in studying toys in the past and toys now and when examining photographs and artefacts from Victorian times. In their study of nursing in the Crimean War, pupils find out that the work of the Black nurse Mary Seacole had a significant part to play in the care of the wounded. Pupils in Years 3 to 6 enjoy a rich range of experiences, from relatively recent times, when questioning adults who were children in the years of World War II or when being history detectives finding out about Boudicca and the Romans. A particular supportive feature of the work in history is the school’s own collection of historical objects that help pupils access first- hand sources of information.

p.26

Commentary

60. The subject leader is very enthusiastic and this is apparent in the work seen around the school. However, there are no opportunities for him to find out how good provision is by visiting lessons. Usworth Grange Community Primary School - 25

p.26

Religious education

Provision in religious education is good .

p.27

Main strengths and weaknesses

• The school teaches a well-balanced curriculum in accordance with the requirements of the locally-agreed syllabus. • A good range of resources gives good support to lessons. • There are limited opportunities for pupils to visit places of worship or to discuss their faith with leaders of a range of beliefs.

p.27

Commentary

61. Only one lesson was seen during the inspection but a good volume of work in pupils’ books suggests that the subject is well taught. Pupils both learn about different religious practices but also come to understand life messages from what they study. For example, in studying a range of different faiths, they learn about their holy books and this leads them on to the way in which faiths set boundaries for those following that set of beliefs. Pupils in Years 1 and 2 learn about creation according to the Jewish and Christian traditions and write about the Christmas story, whilst pupils in Year 2 explore the local church. From Year 3 through to Year 6, pupils study a broad range of faiths and discuss the shared nature of the Abraham story. They learn how rules are made and put rules into the context of their everyday life. Pupils have a good understanding of a range of stories from the Christian faith but also study features of Judaism,

p.27

Commentary

Islam and Sikhism. There is a rich range of experience across pupils’ learning that is augmented well through the use of religious objects from all the religions taught in the school and many other resources to support lessons and for pupils to use.

p.27

Commentary

62. While pupils gain a great deal of understanding of the nature of faith and belief and learn a great deal about the culture of other faiths, limited use is made of places of worship as a source. Pupils visit the local church but there are no visits to synagogues, temples or mosques to support learning in other faiths. Nor are there opportunities to learn from faith leaders as visitors to school. The work in the subject is well supported by the subject leader. In particular, very good support has been given through the provision of appropriate resources to add strength to the planning of all members of staff. However, the subject leader has no opportunity to see lessons in the subject.

p.27

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Art and design, design and technology, music and physical education were sampled, but not enough evidence was available to make secure judgements about provision.

p.27

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

63. No full lessons were seen during the week of the inspection in art and design . However, the work that pupils had done previously showed that their work is both varied and interesting. Pupils have worked both individually and in groups to study the work of other artists. For example Year 6 pupils produced good quality surrealistic landscapes based on a close study of Salvador Dali. Working with a visiting artist, these pupils have produced a good group landscape based on the impressionist painters. The subject manager works very well with teachers to give pupils a broad, exciting range of experiences and pupils’ work is very effectively displayed both in classrooms and around the school, enabling all pupils to share their visual experiences.

p.27

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

64. It is evident from teachers’ planning, discussions with pupils and the subject manager that pupils are gaining experience of a range of materials and techniques and are developing the expected subject skills in design and technology . Year 6 pupils explained how their ‘design Usworth Grange Community Primary School - 26 challenge sheets’ provided the basis for their work when observed building a shelter. They develop a flow chart of the making process and listed the materials to be used, finally evaluating their work. Displays of the work of younger pupils show that they have made model vehicles with axles and moving wheels, and moving pictures made from card and split pins. Resources are good, and the provision of a technology room gives pupils good opportunities to extend their experiences, particularly in food technology.

p.27

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

65. In music only one lesson and two singing practices were observed, so insufficient evidence was collected to make a judgement about standards in all elements of music apart from singing. The singing across the school is in line with expectations. The older pupils sing with great enthusiasm, participate fully and are well focused, whereas the younger pupils are a little restless between the songs and lack the same enthusiasm. The oldest pupils successfully sang two different folk songs together and produced a pleasant tuneful sound. In the only lesson seen, pupils demonstrated a good sense of rhythm, good co-operation as they effectively composed a brief piece to illustrate a fairground and good imagination as they described what a piece of music made them think about. The enthusiastic, knowledgeable co- ordinator regularly provides a versatile guitar accompaniment for singing. A new scheme has recently been introduced giving the teachers additional support and guidance to deliver music.

p.28

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Pupils can learn the guitar or join the choir and are encouraged to perform in the local community as well as in school concerts. Occasionally visiting musicians perform for the pupils, enhancing their musical understanding and enjoyment.

p.28

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

66. Scrutiny of planning, discussions with teachers and evidence from the lessons seen in physical education indicate that the school meets the statutory requirements for teaching the subject, including swimming.

p.28

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

67. The school provides a good range of extra curricular sporting activities, such as gymnastics, football, netball, athletics, cricket, and basketball. Some pupils go on to achieve very highly in later life. The school makes good use of the sports co-ordination programme in liaison with local schools in order to extend opportunities in physical education. This is enhanced by additional coaching provided by local rugby and basketball teams. In the games lessons seen in the junior department, most pupils made good progress in cricket and football skills because they were managed well by teachers who made effective use of their good subject knowledge. In a lesson seen in Year 3 the teacher made good links with work in science so that pupils used pushing and pulling activities to increase their understanding of forces and energy. The co-ordinator has a good understanding of the subject and works hard to organise the physical

p.28

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

education programme and to support staff.

p.28

Personal, social and health education (PSHE)

68. Only one lesson of PSHE was seen. Discussion with pupils and the subject leader and an examination of the work in pupils’ books imply that the planned programme is very good. PSHE plays a significant part in the provision of the school. Although there is no regular set timetable time for PSHE lessons, provision for the area of study cuts right across the curriculum and pervades many aspects of school life. Daily collective worship provides a strong stimulus for learning in this area. Elements of PSHE are particularly apparent in religious education and science but also have an impact on drama and the way in which pupils work together in many subjects. Because pupils get consistent messages about their own individuality and about how to live as part of a society, their behaviour and attitudes are profoundly affected for the better. The success of this is partly to do with what is being taught as PSHE but much of the success

p.28

Personal, social and health education (PSHE)

is also due to the consistent way in which members of staff interact together and the consistent way in which they deal with pupils. There is very good support through PSHE for understanding how to look after one’s health, through hygiene and healthy eating but also much good teaching about the use of good substances and the avoidance of dangerous ones. Pupils get powerful messages about the dangers of drugs, alcohol and tobacco. There is good Usworth Grange Community Primary School - 27 support for learning through a very wide range of support materials and through good subject leadership.

p.28

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

p.29

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 4 Pupils’ achievement 2

p.29

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities 2 Attendance 4 Attitudes 2 Behaviour, including the extent of exclusions 2 Pupils’ spiritual, moral, social and cultural development 2

p.29

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 2 The quality of teaching 2 How well pupils learn 2 The quality of assessment 2 How well the curriculum meets pupils’ needs 3 Enrichment of the curriculum, including out-of-school activities 3 Accommodation and resources 2 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

p.29

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The leadership and management of the school 2 The governance of the school 3 The leadership of the headteacher 2 The leadership of other key staff 3 The effectiveness of management 2

p.29

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). Usworth Grange Community Primary School - 28

p.29