Knowsley Village School

KNOWSLEY VILLAGE PRIMARY SCHOOL

Dates of inspection: 1 st - 4 th March 2004

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KNOWSLEY VILLAGE PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Knowsley Village School- 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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KNOWSLEY VILLAGE 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. Knowsley Village School- 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: 180

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INFORMATION ABOUT THE SCHOOL

School address: Sugar Lane Knowsley Prescot Merseyside

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INFORMATION ABOUT THE SCHOOL

Telephone number: 0151 289 5349 Fax number: 0151 289 5669

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Governing body Name of chair of governors: Mr K Stott

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CHARACTERISTICS OF THE SCHOOL

The school, built around 1968, is set in large playing fields in a semi-rural area on the edge of the metropolitan borough of Knowsley. It suffered a major fire in 2001 which has had a significant impact on all aspects of school life. Two new classrooms, including an information and communication technology (ICT) suite have been promised, but the start of the project has been delayed. The school’s popularity is reflected in the large number of families from outside the catchment area that have chosen this school; currently around 45 per cent. The school is smaller than average and the number on roll is in decline. This is exacerbated by parents moving their children to a school within the catchment of their preferred secondary school, prematurely. Pupils’ attainment on entry is broadly in-line with the average.

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CHARACTERISTICS OF THE SCHOOL

The social profile of the school is broadly in line with the national average, with 21.8 per cent of pupils being entitled to free school meals. The number of pupils who have special educational needs is a little below average at 12 per cent, as is the number of pupils with Statements of Special Educational Need (0.5 per cent). The number of pupils who have English as a second language is a little higher than average at (2.7 per cent). Knowsley Village School- 4

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Members of the inspection team Subject responsibilities

20244 David Morgan Lead inspector Mathematics Information and communication technology Art Music Physical education Design and technology 11392 Terry Heppenstall Lay inspector 32604 Susan Manning Team inspector Science Religious education Special educational needs 25574 John Fullen Team inspector English Geography History Foundation Stage

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Members of the inspection team Subject responsibilities

Parkman Ltd in association with PkR 35 Trewartha Park Weston-Super-Mare North Somerset BS23 2RT

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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 inspection 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). Knowsley Village School- 5

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STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning and subjects

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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 10

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 an effective school which provides 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 relationships in the school are a major strength. • The quality of care is good. • Behaviour and pupils’ attitudes to work and school are very good. • The quality of teaching is good or better in the majority of lessons seen. • Provision in the Foundation Stage is very good, leading to good achievement. • Pupils enjoy school and feel secure and valued. • The majority of parents express very positive views of the school, but a small minority have some concerns including the adequacy of the schools’ communication with parents. • The standard of writing in Years 1 and 2 is unsatisfactory. • The role of the subject co-ordinators is not sufficiently effective. • Pupils do not have sufficient opportunities to develop their writing independently. • The provision for, and standards in ICT, are unsatisfactory.

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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 D E B A mathematics D C B A science D E C B 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

Pupils’ achievements in the school are satisfactory overall but good at the Foundation Stage.

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STANDARDS ACHIEVED

At the Foundation Stage most pupils are on course to reach or exceed the Early Learning Goals in all areas of learning except for communication, language and literacy, where standards are lower. Standards in English, mathematics and science are broadly in line with the average in Years 1 to 6, except for writing in Years 1 and 2 where standards are unsatisfactory. Pupils’ attainment in ICT is unsatisfactory throughout the school. Insufficient evidence was seen to judge standards in religious education, art and design, design and technology, geography, history, music and physical education.

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STANDARDS ACHIEVED

The development of pupils’ personal qualities including their spiritual, moral and social development is very good and their cultural development is satisfactory.

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STANDARDS ACHIEVED

Pupils’ attitudes and behaviour are very good, but their attendance, although substantially improved remains unsatisfactory largely because some families take holidays in term-time.

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QUALITY OF EDUCATION

The quality of education in the school is good.

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QUALITY OF EDUCATION

The quality of teaching is good overall, and very good in the Foundation Stage. This has resulted in effective learning. Knowsley Village School- 7 The quality of the curriculum, including opportunities for enrichment, is satisfactory. Relationships are very good and pupils are happy and well cared for.

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LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good.

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LEADERSHIP AND MANAGEMENT

The governors effectively monitor the schools’ work and offer good support. The headteacher understands how the school should improve and has high aspirations. Management is good overall, but the role of subject co-ordinators is an area for development, particularly in art, music, design and technology, physical education, geography and history.

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LEADERSHIP AND MANAGEMENT

The quality of teaching and the dedication of the teaching staff are the school’s strongest aid to the raising of standards. School improvement has been hindered by the fire, but the school is now well- placed to progress at an appropriate pace.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

The majority of parents express full support for the school, and believe their children are well cared for, but a small minority are dissatisfied, the main area of concern being communications. The inspection team believe that the fire has caused a number of temporary problems, which the school are striving to address. Pupils are very happy with the school and express very positive views.

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IMPROVEMENTS NEEDED

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

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IMPROVEMENTS NEEDED

• Raise standards in writing in Years 1 and 2. • Continue to improve provision in ICT, and its effectiveness in raising standards across the curriculum. • In all subjects extend pupils’ opportunities for independent work, appropriate for their individual needs. • Improve the use of marking and assessment to guide planning, meet individual needs, and better inform pupils and parents of what must be done to improve performance. • Further develop the role of all subject co-ordinators. Knowsley Village School- 8

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Standards achieved in areas of learning, subjects and courses

Pupils’ achievement is satisfactory overall. It is good in the Foundation Stage. They make good progress and most are expected to achieve or exceed the Early Learning Goals except for communication language and literacy where standards are low. Achievement is satisfactory in Years 1 to 6.

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Standards achieved in areas of learning, subjects and courses

Pupils’ standards of attainment in the Foundation Stage are good. By Year 2, standards in reading and mathematics are broadly in line with expectations but standards in writing remain below. Standards by Year 6 are broadly in line with national expectations in English, mathematics and science. Pupils with special educational needs make good progress in the Foundation Stage and satisfactory progress overall. Attainment in ICT is unsatisfactory.

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Main strengths and weaknesses

• Children achieve well in the Foundation Stage. • The national test results last year show that attainment in writing in Year 2 was below average. • Pupils’ attainment in ICT is below national expectations.

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Commentary

1. Children start school in the Foundation Stage with poor communication skills. They make good progress and most achieve or exceed the Early Learning Goals in personal, social, emotional development, mathematical development, knowledge and understanding of the world, physical development, and creative development, as a result of very good teaching and good assessment procedures. Despite good progress in communication, language and literacy, standards remain low in this area.

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Commentary

The table below shows pupils’ performance in the 2003 National Curriculum tests

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Commentary

Standards in national tests at the end of Year 2 - average point scores in 2003 Standards in : School results National results

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Commentary

reading 16.8 (16.8) 15.7 (?) writing 13.4 (16.0) 14.6 (?) mathematics 17.6 (17.7) 16.3 (?) Figures in brackets are for the previous year

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Commentary

2. When compared with other schools, the pupils’ performance was above average in reading, well above average in mathematics, but below in writing. Although the test results show significant differences in the attainment of boys and girls, such differences were not evident among the current pupils. The current Year 2 cohort has a larger number of pupils with special educational needs and as a consequence, standards are lower than in the 2003 tests: in reading and mathematics they are in line with expectations, and remain below in writing. Achievement overall is satisfactory.

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Commentary

3. In Year 6, pupils’ performance in the 2003 National Curriculum tests was above average in English and Mathematics and average in science. These results show an upward trend from the previous year. In relation to the average points score when this cohort was in Year 2, the added value between Year 2 and Year 6 is good. Knowsley Village School- 9 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 28.1 (28) 26.8 (?) Mathematics 27.7 (27.3) 26.8 (?) Science 28.8 (26.3) 28.6 (?) Figures in brackets are for the previous year

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Commentary

4. Although there were some differences in the attainment of boys and girls, they were not significant and none were noted during the inspection.

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Commentary

5. Standards among the current Year 6 are lower than in the 2003 tests, and pupils are attaining standards in line with the average in English, mathematics and science. But there are a significant number of pupils who have special educational needs in this cohort whose attainment is below average.

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Commentary

6. In religious education it is not possible to form a judgement about standards as there is insufficient evidence. In ICT standards and achievement are unsatisfactory. In art and design, design and technology, geography, history, music, and physical education there was not enough evidence to judge standards.

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Commentary

7. The achievement of pupils with special educational needs and those with English as a second language in Years 1 to 6 is satisfactory. There has been a rising trend in standards in the test results for pupils in years 2 and 6, over the past five years.

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Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes, values and personal development are very good. The pupils like the school and they respond well to the opportunities for them to develop personally and academically. Attendance is unsatisfactory but the school’s efforts have brought considerable improvement. The pupils’ spiritual, moral and social development is very good. Cultural development is satisfactory.

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Main strengths and weaknesses

• The pupils like school and their attitudes and behaviour are very good. • Relationships in school are very good. • The pupils’ personal development is very good. • The provisions for the pupils’ spiritual, moral and social development are very good. • There are good procedures to promote good attendance. • There have been significant improvements in the level of attendance but it is still unsatisfactory.

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Commentary

8. The pupils have very positive views about the school. They like it and they feel that they do well. Their attitudes to work are very good and they enjoy their lessons. These characteristics contribute to the progress made by the pupils.

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Commentary

9. Behaviour in lessons and around school are very good. The school is orderly and the pupils are courteous and respectful of property. Parents are satisfied with the standard of behaviour and pupils report only minor unsatisfactory incidents. Furthermore, they believe that the staff deal promptly and effectively with any difficulties. No oppressive behaviour was observed during the inspection and there have been no recent exclusions.

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Commentary

10. The high standard of behaviour is consistent with the way the school promotes moral values. The school has very high expectations about the behaviour of the pupils and trust, respect and Knowsley Village School- 10 courtesy feature strongly in the day to day life of the school. Issues of right and wrong are considered in the programme of personal, social and health education.

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Commentary

11. The provisions for spiritual and social development are also very good. There are many opportunities for the pupils to reflect on spiritual matters, particularly in assemblies, and the pupils respond well. Also, some displays have a strong spiritual character. For example, a “Rainbow of Hope” in the school entrance shows each pupil’s hopes for the future. Social development is promoted in lessons. Team afternoons involve mixed groups of pupils co- operating to solve problems. Examples of very good co-operation between pupils in normal lessons were observed during the inspection. Residential visits for Year 6 pupils also make an important contribution to the provisions for their social development. Overall, the provisions for spiritual, moral and social development make an important contribution to the pupils’ personal development, although the provision for their cultural development is less effective.

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Commentary

12. Relationships between all parties in the school are very good. The pupils enjoy taking responsibility and they respond well to the opportunities provided by the school. A good example of this is seen in the school council which has influenced some change and is well regarded by all pupils. There is a range of roles for monitors and jobs for older pupils to help children in the Foundation Stage. All these tasks are carried out by very willing volunteers. The pupils interact well with adults and, overall, the pupils mature well with the help of the school.

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Commentary

13. Attendance has improved significantly since the previous inspection. However, unfortunately, it is still unsatisfactory. Holidays taken in term-time is the main factor in this situation, although the practice is discouraged. The school has good arrangements in place to promote better attendance.

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Teaching and learning

The overall quality of teaching is good. This results in good learning. Assessment is comprehensive for English and mathematics but its use to guide planning to support pupils’ individual needs is ineffective.

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Main strengths and weaknesses

• Relations between pupils and teachers are of a high quality. • Teachers and teaching assistants are hard working and dedicated to improving standards. • The quality of dialogue developed with the pupils is good and questions are well focussed. • Planning is detailed although does not always reflect the needs of all pupils. • Teachers have high expectations of pupils’ behaviour and pupils respond well to this. • Pupils collaborate with each other very well, work conscientiously and learn effectively. • Pupil data relating to their performance in English and mathematics is comprehensive, but not yet used to full effect to ensure that provision is appropriate for all pupils. • Pupils’ have limited opportunities to consolidate their learning through written activities. • There is an over-reliance on commercially produced worksheets. • Marking does not sufficiently support pupils’ understanding of how they can improve.

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Commentary

Summary of teaching observed during the inspection in 24 lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Commentary

0 5 16 3 0 0 0 The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons.

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Commentary

14. In 21 out of the 24 lessons seen, the quality of teaching was good or better and there was no unsatisfactory teaching. Teachers and teaching assistants work well together as a team and are dedicated to raising standards. Lessons are well prepared and teaching assistants have a clear understanding of their role and which children they are to support. Lessons are well planned although there is insufficient detail as to how the tasks and teaching will differ for the various ability groups.

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Commentary

15. Teachers have very high expectations of pupils’ behaviour and attitude to work, and the pupils respond well to this, ensuring that very little time is wasted and remaining well-focussed on their tasks throughout the lesson. They collaborate well with their partners to their mutual benefit, but are not given sufficient time to work independently. This results from a tendency of all teachers to spend too much time teaching the whole class. As a result the pupils spend insufficient time in ability groups working at tasks selected for their particular ability, and receiving teaching appropriate for their particular stage of understanding. A further consequence of too much class teaching is the lack of written work that pupils produce to consolidate their learning. Although individual white boards are used effectively, in some lessons they are used to the exclusion of traditional formal recording.

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Commentary

16. A particular strength of most lessons was the quality of dialogue built up between the teachers and the pupils, and the well-focused questions that enable pupils to think about key ideas and to form a secure understanding. Pupils eagerly respond to questions and listen well to each other, ensuring that they gain maximum benefit from the lessons.

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Commentary

17. There are good systems in place for assessing pupils when they are admitted to the school. Consequently those pupils with special educational needs are identified early and appropriate teaching plans are put in place.

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Commentary

18. The quality of pupils’ individual education plans has improved since the last inspection and they now clearly identify the targeted areas of learning in English and mathematics for each pupil. These targets are realistic and build on pupils’ prior learning. Individual education plans also guide teaching assistants on how to support pupils’ learning in the classroom and parents on the help they can give their child at home. Regular opportunities exist for parents to discuss and review the progress their child is making towards their targets.

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Commentary

19. The co-ordinator with responsibility for special educational needs is knowledgeable and closely monitors the progress pupils are making in English and mathematics. She provides good guidance and support for the teachers and teaching assistants and as a result teachers plan for and set tasks which are linked to the targets in the individual education plans.

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Commentary

20. The marking of pupils’ work does not give them sufficient information to help them have a clear idea as to what they must do to improve. Teachers gather substantial data relating to pupils progress in English and mathematics but the process on analysing this data to guide planning to provide for particular pupils’ needs is an area for development.

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The curriculum

The overall quality of the curriculum provided is satisfactory. There are good opportunities for Knowsley Village School- 12 enrichment through sports and other activities. Resources are adequate and satisfactorily meet the needs of the curriculum. Accommodation in the Foundation Stage and for library and ICT provision are unsatisfactory.

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Main strengths and weaknesses

• Pupils are given good opportunities to participate in a range of sporting and after school activities. • Resources are generally satisfactory although the impact of the fire has not been fully reversed. • Accommodation for the library and for ICT is unsatisfactory.

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Commentary

21. The curriculum meets statutory requirements for all subjects including religious education. The school provides a daily collective act of worship.

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Commentary

22. The school timetable allows for a sensible balance of subjects across the curriculum. Policies and schemes of work are in place for all subjects. However, there is no overall curriculum plan and consequently, there are too few planned links made between subjects in the curriculum. Policies for drugs education and sex and relationships education are in place.

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Commentary

23. All pupils are respected by the adults in the school and there is good provision for pupils’ personal, social and health education. This contributes to the good behaviour and positive relationships in the school.

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Commentary

24. The curriculum is inclusive and pupils have equal opportunities to achieve regardless of gender, or ethnic group. Overall, the school makes satisfactory provision for pupils who have special educational needs. There are good systems in place for assessing pupils when they are admitted to the school. Consequently those pupils with special educational needs are identified early and appropriate teaching plans are put in place.

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Commentary

25. The school maintains close contact with the outside agencies who work with pupils with special educational needs (for example speech therapists, educational psychologist and special educational needs support teacher), and contribute well towards their improvement.

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Commentary

26. The school provides a good range of sporting and other activities beyond the classroom and outside school hours. Pupils have good opportunities to take part in competitive team games. Residential and other visits, together with a wide range of visitors, support pupils’ learning well.

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Commentary

27. Overall resources for the curriculum are adequate, enabling pupils to achieve satisfactorily. The recent fire has set back plans for a central resource area, but the school is addressing this. There are sufficient teachers and support staff to meet the needs of the curriculum.

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Commentary

28. Accommodation is generally adequate for the purpose. However, library provision is cramped and does not allow for quiet study or independent research by pupils. There is no dedicated ICT suite which restricts pupils’ access to this part of the curriculum. Outdoor play space is well utilised, providing quiet areas as well as space for active play.

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Commentary

29. The school ensures that all pupils with special educational needs have access to the same curriculum and out of school activities as their peers.

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Care, guidance and support

Provision for the care, welfare and health and safety of pupils are good. The school is a very caring organisation and the pupils receive satisfactory levels of support. Pupils with special educational needs are well supported. Knowsley Village School- 13

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Main strengths and weaknesses

• The school is very caring. • The pupils feel well supported. • The health and safety arrangements are good overall. • There is no formal monitoring or recording of the pupils’ personal development. • Uneven flooring in the hall is a safety hazard.

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Commentary

30. The school is a friendly place with a family atmosphere. Caring for pupils is at the heart of its activities and the school is safe and secure. The staff know the pupils very well. They value the pupils and celebrate their achievements, which raises their self-esteem. The school supports caring initiatives, such as healthy schools and child care before and after school, and it enjoys good relationships with specialist outside agencies such as behaviour support. The caring ethos helps the pupils enjoy school and this contributes to their progress.

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Commentary

31. The pupils like their teachers and feel very confident to approach them with any problems. Other staff are also held in high regard in this respect. The progress of pupils with special educational needs is well monitored and this provides a good basis for their support and guidance. For most pupils, details of their personal development is not formally recorded or monitored. Support in this area relies on the teachers’ personal knowledge. Although the teachers know the pupils well, the information is not readily available to other members of staff. The school takes into account the views of the pupils in matters that concern them directly, through the medium of the school council.

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Commentary

32. There is a conscientious effort to maintain good standards of health and safety and the arrangements are well organised. Staff and governors make a contribution.

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Commentary

33. Irregularities in the surface of the floor in the hall is a safety concern.

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Partnership with parents, other schools and the community

Links between the school and parents are satisfactory. The school tries hard to develop good relationships and most parents respond well. There are satisfactory links with the community and other schools.

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Main strengths and weaknesses

• The school makes good efforts to develop links with parents. • Parents make a good contribution to their children’s learning. • Parents give good support to school activities which directly involve their children. • There is a small group of dissatisfied parents. • There are strong links with the parents of children with special educational needs. • The planner used by Years 3 to 6 pupils is an effective way to communicate with parents.

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Commentary

34. The school is concerned to have very good relationships with its parents. It operates an open- door policy and parents are made to feel welcome. Regular newsletters keep parents well- informed about school activities. The before and after school care are appreciated by those parents who use the facility.

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Commentary

35. The school has a full complement of parent governors, some parental help in school and a small but dedicated group who run the parent teacher association. There is a small group of parents who have some dissatisfaction with the school. Communication appears to be the main concern However, evidence from the inspection indicates that the school’s communication with parents is Knowsley Village School- 14 satisfactory. For example, a planner recently introduced in Years 3 to 6 pupils provides good information for parents about the curriculum and allows them to check regularly on their children’s progress. This also helps pupils to take a greater responsibility for their homework and other school arrangements.

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Commentary

36. There is a good relationship between the school and the parents of children with special educational needs. The special educational needs co-ordinator knows these parents well. Parents are kept well-informed about the progress of their children and they are involved in their education.

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Commentary

37. Parents provide good support for their children’s learning at home. Most pupils are encouraged to do homework and many are helped when necessary. This makes an important contribution to the pupils’ overall learning.

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Commentary

38. The school maintains close contact with the outside agencies who work with pupils with special educational needs (for example speech therapists, educational psychologist and special educational needs support teacher).

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Commentary

39. Satisfactory links already exist with neighbouring schools and this is currently an area which is being successfully developed.

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LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good overall.

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Main strengths and weaknesses

• The governors have a good understanding of the strengths and weakness of the school, challenge the senior management team appropriately, and understand what action they must take to raise standards. • The headteacher has a good understanding of the priorities for school improvement and has high aspirations. • The senior management team is well informed and pro-active in the continuing improvement of the school. • Leadership and management in the Foundation Stage are strengths. • The school has effective systems for self-evaluation. • Subject co-ordinators have limited opportunities to observe the teaching of their subjects in order to support the development of an appropriate action plan.

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Commentary

40. The governors have an effective committee structure that ensures individual governs are able to visit classes regularly to observe the teaching, monitor pupils’ work and discuss important issues. The results of these visits are reported back to the governing body to ensure that it is fully aware of the school’s strengths and weaknesses. Governors regularly meet with the headteacher and the senior management team to challenge progress and plans for improvement, and contribute appropriately to the school’s improvement planning. During the period since the fire, the governors have been extremely supportive and have helped the headteacher to prioritise the process of returning to normal.

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Commentary

41. The headteacher has high aspirations for the school and is dedicated to raising standards. She has a clear understanding of what the school must do to improve and has planned appropriately. She is very well supported by the senior management team, who put considerable time and effort into school improvement. The process of self-evaluation is firmly embedded in the school improvement process and is very effective. At the heart of the school’s philosophy is the well- being of all pupils, and considerable efforts are made to ensure that they are all included in what the school provides. Knowsley Village School- 15 42. The leadership and management of the Foundation Stage are good and contribute well to the pupils’ good achievement. The school makes satisfactory provision overall, for pupils who have special educational needs.

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Commentary

43. The role of the subject co-ordinators is not sufficiently effective. They are not allocated sufficient time to monitor the effectiveness of the teaching of their subjects. Although all co-ordinators monitor pupils’ work, there is insufficient attention to gaining assessment data that can guide the development of action plans in order to raise standards.

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Commentary

44. The consequences of the fire have been far ranging, and have slowed the pace of improvement, but the school is now well placed to address current priorities. The quality of teaching and the dedication of the teaching staff (including the teaching assistants nursery nurse) are the school’s strongest aids to the raising achievement and fulfilling current objectives for school improvement. Performance management systems are back on track and staff development is a high priority in the continuing processes of raising standards.

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Commentary

Financial information for the year April 2002 to March 2003

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Commentary

Income and expenditure (£) Balances (£) Total income 475,024 Balance from previous year 52,918 Total expenditure 423,069 Balance carried forward to the next 51,955 Expenditure per pupil 2,015

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Commentary

45. The school manages its finances well and has good systems in place to ensure this. With the appropriate oversight of the governors, the budget is well prioritised and managed. Knowsley Village School- 16

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AREAS OF LEARNING IN THE FOUNDATION STAGE

46. Children under five are taught in the Foundation Unit, which is a combined nursery class and reception class where three year old pupils attend for morning or afternoon sessions and older pupils have the opportunity to attend both sessions. Although two adjoining rooms are used, all resources are shared and pupils move freely between the rooms as they chose activities. Most children start school with levels of attainment that are in line with what is expected for their age apart from communication skills, which are below expectations. Children make good progress and achieve well in all areas of learning during their nursery and reception years because they experience good teaching, which provides a stimulating, well planned range of activities. Most children are expected to achieve or exceed the Early Learning Goals apart from communication, language and literacy by the end of the Foundation Stage, where standards are lower.

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AREAS OF LEARNING IN THE FOUNDATION STAGE

47. Children with special educational needs achieve well because of the quality of support they receive from teachers, nursery nurse and assistants. Good use is made of parent helpers so the ratio of adults to children is very good so children have access to individual attention at all times.

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AREAS OF LEARNING IN THE FOUNDATION STAGE

48. The quality of teaching is good and there is a strong sense of a team working together to provide a secure base from which children can explore opportunities. Work in all areas of learning is regularly assessed and good records of progress inform teachers’ planning for the needs of individuals. The Foundation Stage is well led and managed.

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

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

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Main strengths and weaknesses

• The teaching is very good. • There is good use of assessment to facilitate appropriate responses to children’s individual needs. • Very good routines are established. • Support staff are used well. • Children make sensible choices.

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Commentary

49. This area is a strength of the Foundation Stage. Children are encouraged to plan their use of time. They begin the day by prioritising their preferences. Each child has a personal map of the activity areas and they mark the areas where they will work in order of preference. They keep their plans in a folder and take responsibility for recording changes in activities. Independence is encouraged and children respond well. They look after their own belongings and put their coats on when taking part in outdoor activities and hang them up unaided upon their return to the room. They tidy up after an activity without being told and take care of resources. When working in groups or pairs, they cooperate very well and treat each other with respect. Children are happy and secure at school and always have an adult available to talk to. Behaviour is very good because of the good relationships between children and with adults. The teacher allows

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Commentary

children the freedom to express themselves, make choices and treats them with respect and the children respond accordingly. The staff know all the children well as individuals and are sensitive to their needs. Knowsley Village School- 17

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COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is very good.

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Main strengths and weaknesses

• Emphasis is placed on developing speaking and listening skills in all areas of learning. • Structured role play encourages children to develop communication skills. • Parents are actively involved to improve children’s communication skills. • Information and communication technology is not used sufficiently in this area to support learning.

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Commentary

50. Most children have poor communication skills when they start in the nursery so language development is a priority in the Foundation Stage. The good ratio of adults to children provides good opportunities to encourage children to talk. Children make good progress because of a well planned programme of activities which involve parents helping children to learn nursery rhymes. Children use tape recorders and a public address system to encourage speaking. Good use is made of parent helpers who help children with word recognition. Puppets are used in the role play area where children replay nursery rhymes. Children are encouraged to make marks in their books, which they interpret to adults. Opportunities are made available for children to talk in groups and pairs about experiences. Because of underdeveloped communication skills, written work is below what is expected. This is an area where a significant

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Commentary

number of children are not expected to achieve the Early Learning Goals.

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MATHEMATICAL DEVELOPMENT

Provision for mathematical development is very good.

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Main strengths and weaknesses

• There is a well-structured environment. • The teaching is imaginative. • Teachers use games well to teach number.

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Commentary

51. The well-structured activity areas introduce children to mathematics through play. They learn to recognise and name two-dimensional shapes. They can match shapes and learn primary colours at the same time. They use mathematical language of comparison for example, longer than, shorter than. They recognise patterns and count objects. They play skittles with varying numbers depending on ability and more able children replace skittles and count the score mentally. Less able children record scores on white boards. Positional language is taught through many activities.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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

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Main strengths and weaknesses

• Teaching and learning are very good. • There is a good range of activities to stimulate children’s interest. • Opportunities for children to use computers is very limited. Knowsley Village School- 18

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Commentary

52. Teachers organise a wide range of imaginative activities to engage children’s interest. Children use magnifying glasses to look closely at the structure of different types of wood. They explore different materials indoors and outside. Children learn about history through stories and artefacts. They wear hard hats in the construction area where they make models with building bricks. They play with small models to make towns. Outdoors, they play with traffic lights and a garage, which helps them to develop a growing understanding of the adult world. There are insufficient opportunities for pupils to use computers.

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PHYSICAL DEVELOPMENT

Provision for physical development is very good.

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Main strengths and weaknesses

• Teaching and learning are very good. • Resources are good.

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Commentary

53. Through the provision of carefully selected resources, teachers create an exciting and stimulating environment to enable pupils to improve all aspects of their physical development. Children improve their manipulative skills well as they use scissors and cut and paste. They handle paintbrushes and pencils well. The outdoor play area is very popular where children pedal tricycles, pull and push trolleys, play with scooters, throw and run. They crawl through pipes and generally engage in a wide range of activities. They cooperate very well together and take turns well.

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CREATIVE DEVELOPMENT

Provision for creative development is very good.

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Main strengths and weaknesses

• Teaching is very good and children enjoy creative activities. • Good collaboration between teacher and support staff.

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Commentary

54. Very good teaching and planning provide imaginative opportunities for children to make good progress in their creative development. Children draw, paint and make models. They use the role play area to live in imaginary worlds. They sing simple songs and rhymes.

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Main strengths and weaknesses

• There is a good system for tracking pupils’ progress. • Speaking and listening opportunities are good. • There are too few opportunities for pupils to work independently to develop writing skills. • Assessment of pupils’ work is not consistently used to guide planning for different abilities. • The subject coordinator has limited opportunities to observe lessons. Knowsley Village School- 19 • Standards in writing in Years 1 and 2 are below average.

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Commentary

55. Although the standards of work of pupils in Year 2 are generally in line with national expectations, standards of written work are below expectations and achievement is unsatisfactory. This is because pupils in Years 1 and 2 do not have sufficient opportunities to engage in independent extended writing. The standards of work seen in Year 6 are satisfactory. There is a high proportion of pupils with special educational needs so standards overall are not as high as for last year’s cohort, but their achievement is satisfactory. When pupils work with teaching assistants, support is good, but in other lessons work is not planned sufficiently well to meet the needs of all pupils’ different abilities.

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Commentary

56. Pupils in Years 3 to 6 have opportunities to write for a range of purposes but they do not have many opportunities for extended independent writing or to develop language and literacy skills in other subjects. Handwriting is below expectations throughout the school and presentation is generally weak. Speaking and listening skills are good throughout the school. Pupils can read from a variety of texts appropriate to their ability.

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Commentary

57. Leadership of English is good. The coordinator has a clear understanding of how to improve provision. The information from regular assessments is collected and analysed to monitor pupil progress and target pupils with special educational needs. The co-ordinator has not had sufficient opportunities to observe colleagues teach so the monitoring of provision is an area for development. The library is cramped and currently housed in the hall. This restricts the access pupils have and results in unsatisfactory use.

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Language and literacy across the curriculum

58. Pupils have some opportunities to use their literacy skills in other areas of the curriculum but the opportunities are not planned well enough to make a positive impact on standards in English. Circumstances beyond the school’s control have meant that ICT is not used regularly by pupils to support work in this area.

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Main strengths and weaknesses

• Teachers understand mathematical processes well and teach these logically and progressively, resulting in good learning. • Plenary sessions are used well to extend, as well as consolidate pupils’ knowledge and understanding. • Insufficient time is devoted to independent work resulting in a lack of recording. • Pupils’ have insufficient opportunities for problem solving and investigations.

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Commentary

59. Pupils’ standards of work are broadly in line with the average in Year 2 and Year 6, and their achievement is satisfactory. Teachers have a good subject knowledge and understand the principles of the National Numeracy Strategy. They teach in logical and progressive steps, ensuring that pupils learn effectively. Although good dialogue is established with the pupils, in most lessons they are not given sufficient opportunities to talk about their particular understanding of mathematical ideas, which not only limits the consolidation of their learning, but restricts the experiences of the other pupils. Pupils appear to enjoy mathematics and take an active part in discussions. They are well motivated and most remain on task throughout the lesson. Knowsley Village School- 20 60. In Year 6 an interactive whiteboard was used very effectively to improve pupils’ learning opportunities whilst studying co-ordinates. Both the teacher and pupils appeared to be totally

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Commentary

confident in its use. However, computers do not contribute sufficiently to the pupils’ learning in mathematics.

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Commentary

61. In most lessons seen, the whole-class teaching session was too long, which restricted the amount of time allocated to pupils’ group and independent work. This, in turn, meant that pupils’ written tasks were very short, not only reducing the opportunity to reinforce their learning, but severely limiting the time spent on tasks appropriate to their particular needs. In some classes there was a tendency to over-use commercially produced worksheets which required pupils to undertake low-level tasks such as ‘colouring-in’ which added very little to their understanding. Plenary sessions were used effectively to extend the pupils’ knowledge and understanding and to prepare them for the next challenge.

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Commentary

62. The co-ordinator, gives very good support to the other staff and has an appropriate action plan based on observation of teaching and the monitoring of pupils’ work. He has recognised the need for a greater emphasis on problem solving and investigations, and to generally increase the amount of practical work to support the pupils’ learning.

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Mathematics across the curriculum

63. There is some evidence of mathematics being supported by applied use across the curriculum, but it is an area for development.

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Main strengths and weaknesses

• There is good teaching at the end of Year 2 and Year 6, which is having a positive impact on the standards attained by pupils in the national tests. • Pupils have very positive attitudes towards their work. • Teachers do not always match the written work well enough to pupils’ abilities. • Pupils are not given enough opportunity to develop scientific skills through planning their own investigations.

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Commentary

64. Standards attained in the 2003 national tests were above average in Year 2 and Year 6 and maintained the upward trend of the past few years. This is the result of the good teaching in these year groups and is an improvement from the last inspection. Pupils’ achievement long term is satisfactory with most pupils achieving the expected standards for their year group. Pupils with special educational needs and those with English as a second language are making similar levels of progress to other pupils. No differences were observed in the achievement of boys and girls. However, teachers’ planning of lessons does not always have enough challenge for the more able pupils. Similar tasks are set for the whole class and this restricts opportunities for these pupils to achieve better. In discussion pupils have positive attitudes towards their work and want to do well.

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Commentary

65. The quality of teaching and learning in the lessons seen during the inspection was good or very good. Teachers are confident in what they teach. This enables them to use a wide range of strategies to help pupils learn. They challenge pupils well and ensure that the tasks set for them are at an appropriate level for the individual.

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Commentary

66. Teachers have good subject knowledge and plan lessons thoroughly, carefully explaining to pupils what they will be learning. Appropriate practical tasks were assigned to pupils, which Knowsley Village School- 21 captured their interest and made them enthusiastic about what they are doing so that they learned well. For example in Year 6 pupils were investigating electrical circuits and switches. The very good teaching gradually took the pupils through the process of planning an investigation, predicting results and coming to a conclusion. However, in all year groups there are too few instances of pupils having the opportunity to plan their own investigations, and most investigative work is teacher led. Pupils have too few opportunities of using charts, graphs and tables to record their findings and there is very little evidence of ICT being used to support learning. By the end of Year 6 the majority of pupils are able to describe what constitutes a fair

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Commentary

test and are able to describe what stays the same and which variables change when comparing results.

p.21

Commentary

67. Assessment procedures are being developed but have not been in place long enough to impact on standards. In the lessons observed teachers effectively used questions to check pupils’ understanding of what they were learning. For example, during a Year 5 lesson the teacher continually prompted and checked that pupils understood the differences between solids, liquids and gases and encouraged them to be precise in their use of scientific language when answering. Work in pupils’ books is generally marked up to date but teachers do not comment enough on what pupils should do to improve their work. Too often untidy presentation is left unchecked.

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Commentary

68. Leadership of the subject is satisfactory. The co-ordinator is knowledgeable and enthusiastic about the subject and has a clear idea of what needs to be done to improve this area of learning and raise standards. She has put an appropriate action plan in place. However, she does not routinely monitor teachers’ planning or pupils’ work and does not yet observe lessons. As a result she has not yet been able to influence the quality of teaching and learning in the subject.

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INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in ICT is unsatisfactory overall, but has improved considerably of late.

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Main strengths and weaknesses

• There are insufficient resources to give all pupils full access to the ICT curriculum. • Pupils’ ICT skills are unsatisfactory overall and technology is not used adequately to support other subjects. • The new ICT co-ordinator has considerable personal skills and has made a very positive impact on provision and standards.

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Commentary

69. The resources for ICT were severely affected by the fire, and for most of the intervening time, the school has had an inadequate number of working computers, and sufficient software to address the requirements of the subject. It has recently bought more computers, which brings the total up to a nearly adequate level. Unfortunately, as the promised building extension, which will include an ICT suite has been delayed, the present unsatisfactory arrangements continue.

p.21

Commentary

70. All classes are now undertaking ICT lessons, but the length of time that each pupil has to work at the computers is inadequate. The provision is far better in Years 3 to 6 where pupils take it in turns to work in the Year 5 classroom, which has a small suite of networked computers.

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Commentary

71. In Years 1 and 2, pupils learn to control floor turtles, and use word processing, and in Years 3 to 6 consolidate these skills and continue to learn new ones. By Year 6, pupils are using the multi- media presentation software ‘Power-Point’ to good effect, but standards overall remain unsatisfactory. Knowsley Village School- 22 72. The newly appointed ICT co-ordinator has excellent personal skills, has worked very hard to improve the situation, and has an ambitious five year-plan to develop the subject to its expected levels.

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Information and communication technology across the curriculum

73. Although there are some examples of ICT being used to support other subjects, this is a major area for development.

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Religious education

74. It was not possible to observe any lessons during the inspection so no overall judgement can be made about provision in the subject. Much of the work undertaken in lessons is discussion and there is very little evidence in pupils’ books to assess the quality of teaching and learning or standards in religious education. In discussion with pupils, they are positive about their work and have some knowledge of Bible stories, different world religions and religious festivals.

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Religious education

75. The school has recently adopted the locally agreed syllabus for religious education and the co- ordinator is developing the scheme of work in the subject. However, she does not yet undertake any monitoring of pupils’ work to ensure that what has been planned for in the subject actually takes place. There are no assessment procedures in place yet and as a result teachers do not know how well pupils are achieving in the subject.

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Religious education

76. Resources would appear adequate to teach religious education and the co-ordinator has worked hard to ensure that they are of good quality and are appropriate to the age of the pupils.

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Geography and history

77. One lesson was observed in geography and there was no opportunity to observe lessons in history, and so the overall provision for these subjects cannot be assessed. There was insufficient work available to make a secure judgement on pupils’ standards of attainment and achievement

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Very little evidence was available for secure judgements to be made as to the overall provision for, and standards in, the subjects of art and design, design and technology, music and physical education.

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Art and design

78. A modest amount of art was displayed around the school suggesting satisfactory standards and two lessons were seen. In the Year 2 lesson, pupils found patterns around the school to inspire their designs for polystyrene tile prints. They were given a good range of resources and freedom to develop their own ideas. The results were pleasing to all. In a Year 3 lesson, pupils were taken through several stages of designing a sculpture for the school grounds. The activity was enjoyed by all, and many were able to talk about their designs sensibly including what materials they would use to construct them.

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Design and technology

79. Some classrooms had displays of work that the pupils had completed ranging from preparing a fruit salad to constructing a buggy. There was evidence that pupils had considered what makes a good design, what materials should be used, and how their designs could be improved.

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Music

Knowsley Village School- 23 80. Pupils sing well in assembly and with great enthusiasm. They have many opportunities to listen to a large range of music, not only in assembly, but as background music for their work. Pupils also have the opportunity to learn to play the violin, with a visiting teacher. In a Year 4 lesson, pupils were given very good preparation and opportunities to compose a short melody for a class Spring song. This was taken very seriously by the pupils, some of whom, composed some attractive and well structured short tunes using glockenspiels.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

81. There is good provision for pupils’ personal, social and health education. This contributes to the good behaviour and positive relationships in the school. The pupils are polite and courteous and make visitors feel very welcome. There are satisfactory opportunities made for pupils to develop their understanding of citizenship through the school council and links with the local community. Knowsley Village School- 24

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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 4 Value for money provided by the school 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 4 Pupils’ achievement 4

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 4 The quality of teaching 3 How well pupils learn 3 The quality of assessment 4 How well the curriculum meets pupils needs 4 Enrichment of the curriculum, including out-of-school activities 4 Accommodation and resources 4 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 4 The quality of the school’s links with the community 4 The school’s links with other schools and colleges 4

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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 3 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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