Sedgley Park Community Primary School

Inspection Report Sedgley Park Community Primary School

p.1

105308 Unique Reference Number Bury LEA 277334 Inspection number 18 January 2006 to 19 January 2006 Inspection dates Mr Ian Thompson CfBT Lead Inspector Reporting inspector

p.1

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

p.1

Kings Road School address Primary Type of school Prestwich Community School category Manchester, Lancashire M25 0HT 3 to 11 Age range of pupils

p.1

0161 773 3146 Telephone number Mixed Gender of pupils 0161 773 5621 Fax number 263 Number on roll Mr P Reid Chair of governors The governing body Appropriate authority Mr P Reid Headteacher 22 November 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 277334 18 January 2006 - 3 to 11 19 January 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by three additional inspectors.

p.3

Description of the school

This is a diverse multi-cultural and multi-faith school. Higher than average numbers of pupils join or leave the school at other than the usual times. More than 85 per cent of pupils are from minority ethnic backgrounds, the largest group being of Pakistani origin. Almost 70 per cent of pupils have home languages other than English and are at an early stage of learning English. The proportion of pupils eligible for free school meals is well above average. A well below average proportion of pupils is identified as having learning difficulties and/or disabilities and the proportion with statements of special educational needs is below average. The school's data show that attainment on entry to the school is broadly average. There have been considerable changes in staffing and management over recent years, including the headteacher's secondment to an advisory post.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006

p.3

Grade: 3

Although the school sees its effectiveness as good, inspectors judge it to be satisfactory. Improvements are at an early stage and monitoring is not yet sufficiently rigorous to support an accurate evaluation of all aspects of the school's work. Good progress in the Foundation Stage prepares pupils well for their life in the school. Although many pupils whose education is not interrupted do well as they move through the school, overall achievement is only satisfactory because learning for some pupils is slowed by absences and, for others, difficulties with English language. The school supports pupils with additional learning needs and/or disabilities well but is unable to provide specific language support for many pupils who are at an early stage of learning English. Pupils' personal development is good because of the school's effective management of this aspect of its work. All staff show consistent expectations of behaviour and attitudes

p.4

Grade: 3

to which pupils respond well. The school takes good care of its pupils. It is a safe and friendly place so that pupils are happy and enjoy learning. Learning is enriched by a wide range of extra-curricular opportunities. Leadership and management are satisfactory but monitoring of the school's work has not always been rigorous enough to identify what needs doing to improve. Recent initiatives are contributing to raising standards and achievement in literacy and numeracy. Governors provide good support for the school's work. Progress since the last inspection has been satisfactory. The school now has a good capacity to improve. Overall, the school gives satisfactory value for money.

p.4

What the school should do to improve further

• Improve support for pupils with English as an additional language. • Provide appropriate challenge to stretch more able pupils. • Improve the accuracy and focus of monitoring and evaluation.

p.4

Grade: 3

The school evaluates achievement as good but inspectors judge it to be satisfactory overall. Results in tests at the end of Year 2 in 2005 were below average and lower than in previous years. However, year by year comparisons are unreliable because of the often substantial and unpredictable changes in the composition of classes as they move through the school. Results of tests taken at the end of Year 6 in 2005 indicate that pupils made satisfactory progress in relation to their standards when they entered the school. A number of factors have an adverse impact on achievement. A much higher than average proportion of pupils enters the school at other than the usual times. Many of these pupils are at an early stage of learning English and some have had no previous educational experience. The school does well in raising standards in speaking English for pupils with a wide range of home languages. These pupils are in

p.4

Grade: 3

small numbers in large classes across the school. Teachers and support staff deal with this difficult situation well. Nevertheless, pupils' lack of understanding of English and 2 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006 consequent difficulties of reading and writing have a direct impact on their achievement and indirectly affect the achievement of all. A significant number of pupils are taken out of school for extended holidays. This has an adverse effect on their achievement and slows the achievement of all because of the time teachers need to give to making up lost ground. Most pupils do well in the Foundation Stage. The majority of those whose education is not interrupted by absence achieve well as they move up through the school.

p.4

Grade: 2

Personal development and well-being are good. All pupils, including those who speak little English and those who are new to the school, indicate they feel safe and secure and enjoy school. Many benefit from the extensive range of extra- curricular activities that are provided for them. Relationships with staff are good and pupils behave well. At lunchtime, older children acting as 'playleaders' are positive role models for younger ones, encouraging them to be confident and happy at school. Attendance is satisfactory overall and improving, but some pupils are not developing the habits of regular attendance that will stand them in good stead later in life. Spiritual, moral, social and cultural development is good. Cultural development is a strength of the school as a result of its celebration of the diversity of pupils' backgrounds and faiths. Community links are strong. Pupils show their awareness of the needs of others by holding fund

p.5

Grade: 2

raising events throughout the year. The school works closely with parents, keeping them well informed about their children's progress. The school council is effective in enabling pupils to contribute to decision making. For example, they have been instrumental in introducing a fruit stall at break time to encourage healthy eating. The school promotes healthy life styles well.

p.5

Grade: 3

The school judges teaching and learning to be good but they are satisfactory. The school's evaluation does not take enough account of the impact of insufficient specialist support for pupils at an early stage of learning English. Some good teaching was seen during the inspection. A good feature of many lessons is the way that connections are made between different subjects. In good lessons, teachers expect hard work and as a result learning proceeds at a fast pace. However, there is often a lack of challenge for more able pupils. Teaching does not always match the quality of planning. Classroom support assistants work sensitively to meet the needs of those pupils who are at an early stage of learning English and those with additional learning needs. However, there are not enough specialist language support teachers to meet the pupils' diverse needs. Assessment systems are used effectively by some teachers in target setting.

p.5

Grade: 3

The provision of information and communication technology (ICT) has greatly improved since the last inspection and teachers use it to good effect to support learning. Teachers 3 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006 have used improvements to the Foundation Stage outdoor provision well to support the physical development of pupils.

p.5

Grade: 3

Although the school believes its curriculum is good, inspectors judge it to be satisfactory. The school recognises the need for more breadth and balance in the curriculum to build more effectively on what pupils have already achieved and to improve the transition between the different stages of their school life. The overall provision for literacy and numeracy has been improved recently, which is helping to raise achievement. The school provides a wealth of opportunities that enrich pupils' learning. For example, the children were completely enthralled and learning was excellent in a lively music lesson taught by a teacher from the local music consortium. There is a great emphasis on adopting healthy lifestyles and a keen sense of community. Throughout the school, good and varied opportunities are provided for developing teamwork skills.

p.6

Grade: 3

The school judges this area as good but inspectors judge it to be satisfactory because improvements are needed to aspects of support and guidance. Pupils from a wide range of cultural traditions are well cared for each day. Relationships are secure and pupils say they feel safe, free from bullying and all forms of discrimination; they trust the adults who work with them and know where to turn for help if they need it. There are good procedures for health and safety. Child protection arrangements are satisfactory but no recent whole school training has taken place. There are good arrangements for supporting pupils who are new to the school. Sensitive support is provided across the school for pupils with additional learning needs and/or disabilities. Teachers know pupils well and what they can do. Targets are set to help pupils improve, but practice is not consistent across the school. Some pupils know their targets but

p.6

Grade: 3

others do not. The school is doing all that it can to improve attendance.

p.6

Grade: 3

Inspectors judge leadership and management as satisfactory, although the school judges them as good. The school's self evaluation is overgenerous in parts and not focused sharply enough to ensure that the results of monitoring are accurate at all levels. Since the headteacher's return to the school a good start to improvement has been made. This follows a period of inertia and staffing changes that have affected the continuity of learning and consequently pupils' achievement. The recent reorganisation of management roles and responsibilities has increased the school's capacity to improve further, which is now good. The literacy and numeracy initiatives, together with monitoring of performance, are beginning to have a positive impact on 4 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006 achievement although it is too early to see long term improvement. Much is being

p.6

Grade: 3

done to support pupils who are at an early stage of learning English but the school's efforts to improve achievement are hampered by insufficient bi-lingual support. A number of initiatives are aimed at involving parents more closely in their children's education, particularly with a view to improving attendance, although progress in this area is slow. Governors provide good strategic support for the work of the school and have overseen the recent improvements to buildings and facilities well. The school has made satisfactory improvement since the last inspection. 5 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006 .

p.7

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

website: www.ofsted.gov.uk. 6 Inspection Report: Sedgley Park Community Primary School, 18 January 2006 to 19 January 2006

p.8

Overall

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

p.9

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 Yes Effective steps have been taken to promote improvement since the last inspection

p.9

Achievement and standards

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

p.9

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

p.9

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 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 3 How well learners develop workplace and other skills that will contribute to their future economic well-being

p.9

needs and interests of learners?

NA 3 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 2 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 2 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

As you know, Mrs Henderson, Mrs Shields and I visited your school recently to check on how well it is doing. Thank you very much for the way you made us welcome. We enjoyed talking to you about your work and your life in the school. We were impressed by your courtesy and the help you gave us. We agree with you that the school is a safe and happy place where everyone can enjoy learning. During our time in the school we particularly liked the way: - children in the nursery and Reception classes work hard and well. They make good progress in their time there - your teachers and the teaching assistants give children who find learning a little difficult a lot of help - you behave well, concentrate in lessons and help each other - you form good relationships with all others in the school, including visitors like ourselves - the amount of absence is getting less - the school makes it clear that it is important for you to have a healthy way of living and we

p.11

Text from letter to pupils explaining the findings of the inspection

could see at lunchtime that you take this seriously - all the staff are working hard to make this an even better school for you to come to. We have asked your teachers to improve some things to help you learn better. These are to: - provide more help for children who are just beginning to learn English - make sure that the tasks you are given make you all think and work hard. You can also be very helpful by always doing your best work and meeting the targets that your teachers will set - check carefully exactly how well you are doing throughout the school so it can do the most important things to help you improve your work. Thank you for helping us with our work. We hope that you carry on enjoying lessons and continue to help Mr Reid and all the staff to make Sedgley Park an even better school.

p.11