Cheswick Green Primary School

Inspection Report Cheswick Green Primary School

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104074 Unique Reference Number Solihull LEA 277063 Inspection number 6 December 2005 to 7 December 2005 Inspection dates Christopher Kessell RISP Reporting inspector

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

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Cheswick Way School address Primary Type of school Shirley Community School category Solihull, West Midlands B90 4HG 3 to 11 Age range of pupils

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01564 703336 Telephone number Mixed Gender of pupils 01564 702074 Fax number 219 Number on roll Mr Stan Proudfoot Chair of governors The governing body Appropriate authority Miss Carol Mason Headteacher 8 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277063 6 December 2005 - 3 to 11 7 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 two Additional Inspectors.

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Description of the school

Children’s attainment when they start school is at the expected levels. The proportion of pupils with learning difficulties or disabilities is about average. The vast majority of pupils are from White British backgrounds although 6% of the school population is represented by other ethnic groups. The school has a new senior management team. The number of pupils who join the school during the academic year is high.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Cheswick Green Primary School, 6 December 2005 to 7 December 2005

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Grade: 3

Cheswick Green Primary is a happy, caring and improving school that provides a satisfactory education for its pupils. Inspectors’ findings and the school’s evaluation of its provision are similar. Parents hold positive views about the school. Links between parents and the school are strong. Pupils have good attitudes to learning, are well behaved and friendly. They are proud of their school. Pupils’ personal development is good. Children get a good start to school, particularly in the Reception class, where they make good progress. This is the result of good provision. The vast majority of other pupils make expected progress in relation to their starting points. Teaching and learning are satisfactory, with a number of good features. The results in Year 6 have been above average for the last two years. However, standards in writing are not as high as they are in reading, mathematics and science. Leadership and management are satisfactory, and developing. Improvement since the

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Grade: 3

previous inspection has been satisfactory. However, the appointment of the current headteacher has led to significant recent developments in the school’s provision. The school’s improvement strategies and challenging target- setting are moving the school in the right direction. With the effective management team now in place, the school has a good capacity to improve. It offers satisfactory value for money.

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What the school should do to improve further

•Continue to improve pupils’ writing, particularly for the boys.

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Grade: 3

Children join the school with the expected levels of understanding and most make good progress through the Foundation Stage. By the beginning of Year 1, they are now exceeding the expected levels. This is the result of recent improvements in provision. These raised standards have not yet worked through to the end of Year 2 where attainment has been broadly average for the last few years. However, there is an improving picture and pupils are now also making good progress in Years 1 and 2. For the past two years, standards have been above average by the end of Year 6. Test results for 2006 are unlikely to be as high as they have been for the last few years because the current year group has a high proportion of pupils with learning difficulties. In 2005, not all Year 6 pupils did as well as they should have in science. Writing standards, particularly for boys, are too low throughout the school. The school has

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Grade: 3

devised methods of tackling these weaknesses but it is too early to judge their effect. Pupils make satisfactory progress through the juniors. The school sets challenging targets. These often have to be re-appraised with the arrival of new pupils, particularly in the juniors. The targets are realistic and pupils’ 2 Inspection Report: Cheswick Green Primary School, 6 December 2005 to 7 December 2005 progress towards them is regularly monitored. This benefits all pupil groups, but particularly those with learning difficulties or disabilities and those who are learning English as an additional language. These pupils make satisfactory progress in relation to their starting points.

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Grade: 2

Most pupils enjoy coming to school and their attendance is above average. Their behaviour in class and around the school is good. Pupils have positive attitudes to their lessons and are keen to learn. Discussions with pupils show clearly that they enjoy and appreciate the activities the school offers them. Pupils have a good understanding of the need for safe and healthy living. They have participated well in the ‘Healthy Schools’ initiative and take regular exercise through different clubs, physical education lessons and the ‘Fit for Learning’ project. The pupils treat each other well and agree that there is little bullying. They say that adults are quick to sort out any problems that do occur. Provision for pupils’ spiritual, moral, social and cultural development is good. Pupils are encouraged to reflect on their actions and to consider the needs of others. They make a good contribution to the school, for example through the school and class

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Grade: 2

councils. When asked, one pupil described school council representatives as, ‘The managers of the class councils’. Pupils also organise their own fundraising schemes for charity in which they work effectively in teams. The Tsunami Appeal and Children in Need have both benefited from their efforts. These activities contribute well to developing the pupils’ personal qualities and decision making.

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Grade: 3

Teaching and learning are satisfactory. There is however, an improving picture, with teaching and learning developing as teachers become more accustomed to the school’s good assessment procedures and use this information to plan and organise lessons. The pupils are enthusiastic about learning. They work well by themselves and in group activities. It is common practice in all classes for pupils to be offered opportunities to discuss work with each other and share ideas. Pupils respond to these opportunities maturely. Although many lessons in the school are good, the needs of individual pupils are not always adequately considered. Higher- attaining pupils are not always given enough challenge and, on other occasions, pupils with learning difficulties are not given sufficient support. The pace of some lessons is too slow. In these circumstances, assessment information is not used as effectively as it is in more successful lessons,

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Grade: 3

to address the needs of all pupils. 3 Inspection Report: Cheswick Green Primary School, 6 December 2005 to 7 December 2005 Target-setting is becoming established practice. Most pupils understand what they have to do to reach their targets, particularly the older pupils in Year 6. Work is marked regularly. Pupils’ writing is marked well, reflecting the success of a recent initiative to promote this aspect of teaching. Pupils are also regularly involved in assessing and evaluating their own work but, as with much of the recently adopted good practice, it is too early to see any effects on pupils’ achievement.

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Grade: 3

The curriculum generally meets the needs and capabilities of all learners, and provision for literacy, numeracy and ICT is satisfactory. The Foundation Stage curriculum gives the children a good range of experiences. The school has recently extended this good practice into the infant classes with the aim of raising achievement through more independent learning and investigative activities. The school provides a good range of extra activities that enrich pupils’ learning, particularly related to sport and healthy living. Pupils say that they thoroughly enjoy what the school has to offer. In addition, the school makes good provision for visits and visitors to enliven learning experiences. The social development of pupils in Years 4, 5 and 6 is enriched by popular residential visits to Sherwood Forest, Boggle Hole and Scotland respectively.

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Grade: 2

The school strongly promotes pupils’ care, guidance and welfare and it has worked successfully to provide a caring environment. The focus on developing pupils’ independence as learners is beginning to have a positive effect on their progress and achievement. Pupils say that adults look after and support them well. Child protection arrangements are thorough, as are arrangements for the pupils’ health, safety and security. The school works closely with parents in this respect. The school is in the process of implementing a travel plan for pupils in conjunction with the local community and outside agencies. There are good links for transferring pupils to the local secondary school. Arrangements to support pupils’ academic progress are now good. The school has a good range of procedures to identify individuals or groups of pupils who may need support or guidance. Personal and social development is also well promoted through

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Grade: 3

The school is led and managed satisfactorily. The headteacher’s leadership is good and she has formed a good partnership with the deputy headteacher. The deputy headteacher has made a significant contribution to the recent developments in the 4 Inspection Report: Cheswick Green Primary School, 6 December 2005 to 7 December 2005 Foundation Stage and infant classes. The headteacher has a clear vision for the improvement of the school and has introduced a number of initiatives to support this. For instance, the systems for monitoring and evaluating pupils’ achievement have helped to identify where improvements are needed in learning and teaching. However, the recently implemented initiatives have not had sufficient time to take full effect. The school’s judgements about its performance are realistic and based on good evidence. Parents’ views of the school are considered when provision is evaluated. Subject co-ordinators are accurate in their monitoring and evaluation of their subjects.

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Grade: 3

All staff work well together as a united team. The deployment of staff and equipment ensures that all pupils have the same chances to make progress and achieve. Staff who are new to the school feel that they have been well supported. The governing body is committed to, and supportive of, the school. They have a sound understanding of the school’s strengths and weaknesses. They are currently reviewing their role in monitoring the school’s performance and holding it to account. The school’s capacity to improve, based on the recent improvements it has made and set in motion, is good. 5 Inspection Report: Cheswick Green Primary School, 6 December 2005 to 7 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: Cheswick Green Primary School, 6 December 2005 to 7 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 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 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 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 3 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 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

Cheswick Green Primary School Cheswick Way Cheswick Green Shirley Solihull West Midlands B90 4HG 7 December 2005 Dear Pupils Thank you for being so friendly and polite to us when we visited your school. You made us feel so welcome and we enjoyed watching you work and play together. Whenever we needed any help, you were always willing to lend a hand. What we liked most about your school •You are very well behaved in lessons and outside during break times. You work particularly well with each other. •Many of your lessons are good. You are enthusiastic learners and enjoy your work. •All of the adults at the school look after you very well. You feel safe and happy at school. •The staff have a good understanding of what the school does well and know what they need to do to make the school even better. •Your headteacher leads the school well. What we have asked your school to do now •Help you continue to improve your writing.

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Text from letter to pupils explaining the findings of the inspection

Good wishes for the future. Yours sincerely Mr C Kessell Lead inspector

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