Gilbertstone Primary School

Inspection Report Gilbertstone Primary School

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103201 Unique Reference Number Birmingham LEA 276868 Inspection number 7 December 2005 to 8 December 2005 Inspection dates Paul (Alex) Baxter RISP Reporting inspector

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

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Clay Lane School address Primary Type of school Birmingham Community School category West Midlands B26 1EH 3 to 11 Age range of pupils 0121 4644664 Telephone number Mixed Gender of pupils 0121 4648648 Fax number 418 Number on roll Mr Vic Jackson Chair of governors The governing body Appropriate authority Mrs Fiona Laurie Headteacher 22 November 1999 Date of previous inspection

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Inspection number Inspection dates Age group 276868 7 December 2005 - 3 to 11 8 December 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

Gilbertstone Primary is a large school and is located in South Yardley, four miles south east of Birmingham. The majority of pupils are of White British origin. An above average number of pupils are from minority ethnic backgrounds and speak English as an additional language. Fifteen pupils are at an early stage of learning English and receive specialist support. The percentage of pupils with learning difficulties is broadly average. Most children start school with average levels of attainment. There have been a lot of changes to teaching staff in recent years.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Gilbertstone Primary School, 7 December 2005 to 8 December 2005

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Grade: 3

The school judges its effectiveness as satisfactory and inspectors agree. It is a well maintained and attractive place where pupils are valued equally and relate well towards each other and to supportive adults. Standards and progress are satisfactory overall. Children progress well through the Foundation Stage Unit (nursery and reception) and through Years 1 to 2 where standards have improved. National tests at Year 6 in recent years have shown that some pupils have not reached their targets, especially in mathematics. Work seen at the inspection shows that more pupils are now reaching their targets. However, targets do not always set high enough expectations and now need to be made more challenging in order to raise standards and progress further in Years 3 to 6. Pupils’ behaviour and relationships are good and reflect the good personal care from all staff. Improved attitudes and recent sharpening of assessment are also beginning to support pupils’

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Grade: 3

learning more effectively. Attendance is satisfactory. Teaching and learning and the curriculum are satisfactory and some teaching is good. However, learning is weakened on occasions by less effective teaching, especially in Years 3 to 4. The provision for children in the Foundation Stage Unit is good. Leadership and management are satisfactory and are being strengthening as leadership teams implement the headteacher’s priorities for improvement. She receives good support from senior staff. Governors fulfil their duties satisfactorily. Procedures for self-evaluation and monitoring performance are also satisfactory but the information revealed could be used more effectively to ensure maximum achievement by all groups of pupils. Many changes in staffing have resulted in insufficient school improvement since the last inspection. However, as a result of measures taken to provide greater stability, the school is on course to maintain recent improvements. It now has the

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Grade: 3

capacity to improve and provides satisfactory value for money.

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What the school should do to improve further

•Raise standards and improve pupils’ progress through Years 3 to 6. •Further improve the quality and consistency of teaching and learning, especially in Years 3 to 4. •Use information from monitoring and evaluation more effectively to ensure that all groups of pupils make the best possible progress.

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Grade: 3

Most pupils, including higher attainers, pupils with learning needs and pupils from minority ethnic backgrounds make satisfactory progress in relation to their capabilities by the time they leave the school. Standards are broadly average on entry to Year 1, above average by the end of Year 2 and are average by the end of Year 6. Children make good progress in the Foundation 2 Inspection Report: Gilbertstone Primary School, 7 December 2005 to 8 December 2005 Stage Unit, especially in their personal, social and emotional development. Good progress continues through Years 1 and 2 as pupils build on the firm foundations of the previous stage. The results of Year 2 assessments in 2005 were above average and even higher in reading and writing. Pupils are currently progressing satisfactorily in Years 3 to 6 as a result of some better teaching, particularly in Years 5 and 6, and better support given by senior managers to inexperienced teachers. This is helping to

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Grade: 3

overcome the gaps in pupils’ knowledge caused by the many changes of staffing in the past. There is scope for further improvements in teaching and learning in Years 3 and 4 and in national tests at the end of Year 6. In 2005, although standards were average in English, test results were below average in both mathematics and science.

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Grade: 3

Pupils’ personal development and well-being are satisfactory. Social and moral development is good. Young children develop proper sensitivity about their feelings and about how to relate to others. Pupils have a good understanding of spiritual and cultural matters and appreciate other cultures through their work in art and design and religious education, for example by celebrating Eid and Diwali. In response to improving teaching behaviour is good and attitudes to learning are positive. These need to be sustained consistently in all classes to improve pupils’ learning. Race relations are good and learning mentors help pupils with behavioural difficulties and address bullying very effectively. Pupils are polite and enjoy harmonious relationships at play. They take responsibility seriously, for example when serving on the school council and also when organising rotas for using play equipment. Older pupils fulfil

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Grade: 3

their roles well as mediators and monitors, deriving pleasure from helping others. Attendance is satisfactory, although the school is not rigorous enough in dissuading parents from taking term-time holidays with their children. Pupils learn well about living healthily and safely, aspects promoted strongly through the school’s aims. They contribute to the community effectively through charitable fundraising decided democratically. Achievement is satisfactory in the key skills required to prepare pupils for future education and working life. Recent improvement in English, particularly reading, is strengthening this, as is the focus on improving further achievement in mathematics.

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Grade: 3

Teaching and learning have been strengthened this term and are now satisfactory. Teaching is good in the Foundation Stage Unit and mostly good in Years 1 and 2. It is satisfactory in Years 3 to 6, with significant elements of good teaching particularly in Years 5 and 6. Pupils’ learning is benefiting from much greater stability in staffing, but this needs to be sustained to impact to best effect on pupils’ achievement. In the best lessons, teachers have high expectations of their pupils and lessons are well 3 Inspection Report: Gilbertstone Primary School, 7 December 2005 to 8 December 2005 planned. These elements strengthened pupils’ understanding of fair testing in a science lesson in Year 5. Class management is also good, and assessment is used effectively to ensure that lessons are modified to meet the needs of all pupils. These qualities were seen in a mathematics lesson in Year 2 where pupils assessed their own learning

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Grade: 3

to help them to improve. Where teaching is less successful, particularly in Years 3 and 4, and at times in Year 1, pace is often slow, pupils are not clear what is expected of them, and lack of effective class management results in pupils losing concentration. In addition, the quality of marking and use of assessment are too variable. Teaching assistants are used well, particularly in supporting pupils with learning difficulties.

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Grade: 3

The curriculum is satisfactory, meets requirements and is broad and balanced. There is a strong emphasis on English, mathematics and science. Pupils’ work in art and design, recognised through the school’s Artsmark Gold Award, is highly valued through displays that bring colour and stimulation to all parts of the school. Curricular planning largely follows national guidance, but is modified, particularly in good lessons, to meet the needs of pupils. The recent focus on reading has resulted in higher than average attainment in reading at Year 2 and is having a positive impact on learning in other areas of the curriculum. Information and communication technology (ICT), as with other subjects, is suitably integrated across the curriculum. However, the pupils’ literacy, and particularly their numeracy, skills are not used and developed to best effect in promoting learning in other subjects. Extra-curricular activities extend learning opportunities appropriately.

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Grade: 3

Learning activities in the Foundation Stage Unit are well planned and enriched through colour coded learning bases. Opportunities for outdoor activities have improved this term. Provision for pupils with learning difficulties is good and provision for extra curricular activities is satisfactory.

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Grade: 3

The school’s provision of care, guidance and support promotes satisfactory achievement across the school. Warm relationships strengthen the good personal care. Links with parents and other agencies are becoming stronger, but as with many good procedures which have started recently, it is too early yet to measure the full impact on pupils’ learning. Examples of good links include the well attended ‘breakfast club’, the specialist support for pupils who are at a very early stage of learning English and health visitors who contribute to the provision that underpins the award of the Healthy Schools’ Standard. Improved procedures have led to the swift identification of those with learning difficulties and disabilities and support to ensure these pupils achieve as well as they should. The needs of pupils at risk are well understood and child protection procedures are secure. Pupils help in protecting their own safety by putting forward

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Grade: 3

ideas for improvement through the school council. 4 Inspection Report: Gilbertstone Primary School, 7 December 2005 to 8 December 2005

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Grade: 3

Leadership and management are satisfactory. Leadership of the Foundation Stage and for pupils with special educational needs is good. Governors give satisfactory support. The way that leadership and management has tackled some major barriers to learning, including issues of staffing, and put the school back on the right track shows it has the capacity to improve further. Assisted by newly formed management teams and the involvement and support of parents, a positive start has been made in improving standards. Leaders of subjects are also playing a more prominent role in raising standards in their areas of responsibility. However, the school is well aware that there are still weaknesses and its self-evaluation is accurate. Whilst there have been notable improvements in the Foundation Stage and in Years 1 and 2, it recognises that progress and standards are still not good enough in Years 3 to 6. What is happening in earlier

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Grade: 3

years, however, is providing a good base for progress in Years 3 to 6 to match that being made lower in the school. In addition, teamwork has improved and senior management has been more proactive this term in improving teaching and learning and pupils’ behaviour. Monitoring and evaluation are now satisfactory and the benefits from taking quicker action to rectify weaknesses serve as a good example of what it is possible to achieve if that urgency is continued. 5 Inspection Report: Gilbertstone Primary School, 7 December 2005 to 8 December 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: Gilbertstone Primary School, 7 December 2005 to 8 December 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 3 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA No Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 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 3 The attendance of learners NA 2 How well learners enjoy their education NA 3 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 3 The extent to which learners make a positive contribution to the community NA 3 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 3 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 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

Gilbertstone Primary School Clay Lane Birmingham West Midlands B26 1EH 8 December 2005 Dear Pupils We very much enjoyed visiting your school, seeing how you learn and talking to you about your work. Thank you for contributing to the inspection. We were pleased to find a number of strengths in the school •We liked your good attitudes, behaviour and relationships and the way you are listening to the caring adults in your school. We agree with what you told us about more of you trying to do your best and working well with each other. •We noted the strengths in the Foundation Stage Unit (nursery and reception) where children achieve well. We also noted the good work in Years 1 and 2. •We noted improving teaching and learning in other parts of the school, especially Years 5 and 6, and how this is helping you to enjoy school more. •We were pleased too by the way your parents support the headteacher and appreciated the staff of the school.

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Text from letter to pupils explaining the findings of the inspection

What we have asked your school to do next •We feel some of you could achieve more and want teachers to help you to improve the progress that you make through Years 3 to 6 so that you reach higher standards by the time you leave the school. •We want your headteacher and senior managers to continue to bring about changes quickly so that you make the best possible progress. Yours faithfully Alexander Paul Baxter (Lead Inspector)

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