St Andrew's CofE Primary School

Inspection Report St Andrew's CofE Primary School

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102029 Unique Reference Number Enfield LEA LEA 276639 Inspection number 14 November 2005 to 15 November 2005 Inspection dates Alan Jarvis AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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116 Churchbury Lane School address Primary Type of school Enfield Voluntary aided School category EN1 3UL 3 to 11 Age range of pupils 02083635003 Telephone number Mixed Gender of pupils 02083639618 Fax number 465 Number on roll Cllr Michael Rye Chair of governors The governing body Appropriate authority Ms Faith Hood Headteacher 5 December 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276639 14 November 2005 - 3 to 11 15 November 2005 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

St Andrew's Church of England Primary is a larger than average sized school. The headteacher and her deputy have been in post for two years. Most pupils come from relatively privileged homes where education is valued. Standards on entry approach above average levels.Around nine in ten of pupils are from White British backgrounds. The remainder come from Mixed, Black African, Black Caribbean or Indian minority ethnic backgrounds. A slightly higher than normal proportion than normal speak English as an additional language but almost all of these are fluent in English. A low proportion has a disability or learning need. Approximately 14% have been identified as gifted and talented. There are extremely strong links with local churches, especially St Andrew's church, Enfield. The school has achieved Investors in People status in 2005 and a Healthy School Award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005

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Grade: 2

This is a good school, a judgement that matches the school's own evaluation. When the current headteacher joined two years ago it was not performing as well as it might. Since then weaknesses have been robustly tackled and provision and achievement are improving. However, there is still some way to go before all groups of pupils reach their full potential and achieve very well.Standards are much above average by Year 6. Overall progress is good, especially in the Foundation Stage. The school correctly identifies that more less confident average attaining and some higher attaining pupils ought to reach the higher levels in the National Curriculum tests. There are two reasons for this. Firstly, teaching, although good overall is not consistently so. In some classes learning could be more challenging. Secondly, assessment information could be used better to set more challenging targets and spur learning.Pupils' personal development,

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Grade: 2

including their spiritual, moral, social and cultural education is good. This is because pupils' welfare has a high priority. Pupils with learning difficulties or disabilities are given good support and so achieve well.Inspectors agree with the school that leadership and management are good. It is well placed to improve further. However, the work of subject leaders in reviewing performance and making learning even stronger, needs to be further strengthened. Resources are used well. The school gives good value for money.

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What the school should do to improve further

Focus on:* ensuring more higher attaining and less confident average attaining pupils reach the higher levels in the National tests in Years 2 and 6;* using assessment information and targets more effectively to improve achievement throughout the school; and* continuing to improve the effectiveness of subject managers.

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Grade: 2

Inspectors agree with the school's judgement that achievement is good overall. In the Foundation Stage most children are working at or beyond the learning goals expected for their age. This is because of good teaching, a lively curriculum and very good use of assessment data to set challenging work. In Years 1 and 2 pupils' progress slows. Pupils make steady progress in reading, writing and mathematics. This is because the teachers' expectations of what pupils can achieve are not uniformly good. Consequently, more pupils are capable of reaching the higher level 3 than they currently do. By the time pupils leave in Year 6, standards are consistently much above average. The very able group of pupils in 2004 reached standards in English, mathematics and science that were the best on record. Progress was also exceptional in that year. However, both standards and progress were lower in 2005 with fewer pupils reaching the higher

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Grade: 2

level 5. Progress is good overall in Years 3 to 6 and is improving, but again, is not consistently good. Most, but not all, pupils reach the challenging targets set by staff. 2 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005 Teachers are now focusing on the less confident average attaining and higher attaining pupils and are developing strategies to meet their needs more effectively.

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Grade: 2

Pupils' personal development, including their spiritual, moral, social and cultural development, is good. The school judges it outstanding.Their smiles show that pupils enjoy school. They usually work hard in lessons and behave well around the school, especially in the playground where they feel safe. This results from the good care. They say there is little bullying and rare instances are dealt with effectively. Assemblies support personal development well. For example, the headteacher's assembly celebrated, as part of a theme of Festival of Light, the cultural diversities in the community.Attendance is above average. However, the pattern dips when some parents take pupils out of school, mainly in the summer term, for family holidays.The school council enables pupils to be involved in decision-making and to decide on charity funding projects and purchases for the school library. This allows them to make a

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Grade: 2

positive contribution to school life. Pupils make healthy choices in their eating. There are clear guidelines to help them make sensible decisions about a healthy lifestyle. Some Year 6 pupils gave an inspector enthusiastic advice that salads are good to eat.

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Grade: 2

The school correctly judges teaching and learning as good. Consistently good teaching and very effective use of assessment information help children in the Foundation Stage to achieve well. Although some good teaching was seen in Years 1 and 2, over time its impact on achievement has been satisfactory. In Years 3 to 6 teaching is good overall. It remains more effective in some classes than others but is more consistent than two years ago, especially in Years 3 and 4. In some classes planning does not always meet the needs of the less confident average attaining and higher attaining pupils and consistently provide them with good challenge in their learning.There is some top rate practice that is being shared. For example, in an outstanding Year 2 lesson, the teacher set an extremely brisk pace. She used the interactive whiteboard very effectively to stimulate learning and enjoyment. All pupils were engaged and

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Grade: 2

effective praise was used to extend pupils of all abilities so that all made extremely strong progress and enjoyed their learning.Teachers are beginning to use data to track pupils' progress so that the teachers' expectations more accurately target pupils' level of ability. Teachers do not involve pupils consistently in identifying what they need to do to improve or in asking them to explain how they have solved problems. 3 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005

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Grade: 2

The good curriculum makes a positive impact on achievement. There is a wide range of well-planned activities to engage pupils' interest and support their progress. Pupils with learning difficulties or disabilities are included well in all activities. Music and sport feature highly. Pupils benefit from specialist teaching and the chance to perform in concerts, productions and sports fixtures. In Year 6, pupils learn to speak French. A new computer suite and the introduction of interactive whiteboards are considerably strengthening provision.Good educational visits and visitors to school support pupils' personal development. Many lunchtime and after-school activities are well attended. These include a good range of sporting, musical and leisure pursuits. Links have been established with local secondary schools to enrich opportunities in French, mathematics, information communication technology (ICT) and science.

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Grade: 2

The school takes good care of its pupils. As a result, they feel that there is always someone to go to if they have problems or are upset. There is a clear set of playground rules, which supports this. Teachers and support staff are sensitive to the needs of all pupils. Pupils with learning difficulties and disabilities are supported well by all adults, especially by teaching assistants who are very well deployed. Good systems are in place to assess how well pupils are progressing. However, the guidance and targets that result from this should be sharper. The school acknowledges this and knows what to do to improve.Parents are given clear information about the school although some would like to see improvements in this area. The support they give to fund raising events, the running of school clubs and in assisting on school trips is highly valued. The procedures to deal with Child Protection issues, accidents and incidents are robustly

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Grade: 2

in place. The school carries out detailed risk assessments to ensure pupils' health and safety. The site is well maintained and secure.

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Grade: 2

The headteacher and senior leadership team have led the school well through a period of change and modernisation. The fruits are now starting to pay dividends, but need to be more clearly communicated to parents. Recent improvement is good. For example, teaching which was unsatisfactory is now good and provision in the Foundation Stage is better. As a result children now make a good start to school and achievement is more even and improving.The school's self-evaluation takes into account the views of parents and pupils and is generally accurate. The headteacher has a very clear view of standards, progress and teaching. She rightly assesses that these could be even better. However, the outcomes of pupils' personal development are not as clearly identified. This leads the school to over-estimate how good this aspect is.Clear systems are in place to help subject leaders monitor pupils' learning and the curriculum, and

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Grade: 2

4 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005 to gather assessment data. However, some are fairly new to their role and their skills require further strengthening. More rigour needs to be brought to bringing more even consistency to teaching and ensuring all groups of pupils achieve equally highly.Traditional committee structures have served the governors well. They recognise there is scope for them to develop new approaches to working to enable them to distribute their workload and work more effectively with staff. The budget is managed well to ensure the curriculum is well resourced. 5 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: St Andrew's CofE Primary School, 14 November 2005 to 15 November 2005

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 1 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 3 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Thank you for being so welcoming when we visited your school recently. We enjoyed talking to you and looking at your work. A special thanks to those who told us about all the interesting things you do in and out of school.We think you are in a good school; it is improving and could be better still. These are the things we are most pleased about::) the way in which the children in the youngest classes have settled in, happily work with each other and show a real interest in learning.:) your good behaviour at all times, your positive attitudes to work and good attendance. All of these are helping you do well. Keep them up!:) there is very little bullying in the school and you are very keen to keep it that way.:) the good progress you make in your learning because of your teachers' good teaching skills. Many of you told us how they made your lessons enjoyable.:) the way your headteacher, senior staff and governors run the school and are keen to continue

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Text from letter to pupils explaining the findings of the inspection

to modernise it so that you do even better. These are the key things that could be improved:* more of you could be reaching the higher levels in the National Curriculum, especially in the tests in Years 2 and 6. We have asked your teachers to identify which of you could do even better and help you achieve this.* teachers need to give you clearer targets to aim for and make sure you know what you need to do to improve.* some teachers help develop subjects in the school. We have asked them to make sure they are doing all that they need to do to improve these.We hope you carry on enjoying your education and help your teachers all you can. We hope you have a nice Christmas. Remember what it really means!With our good wishes for the future.

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