Adswood Primary School

Inspection Report Adswood Primary School

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106024 Unique Reference Number Stockport LEA 277471 Inspection number 16 January 2006 to 17 January 2006 Inspection dates Mrs Brenda McIntosh CfBT Lead Inspector Reporting inspector

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

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Garners Lane School address Primary Type of school Adswood Community School category Stockport, Cheshire SK3 8PQ 4 to 11 Age range of pupils 0161 483 5003 Telephone number Mixed Gender of pupils 0161 484 0532 Fax number 185 Number on roll Dr K Fenwick Chair of governors The governing body Appropriate authority Ms K Conwell Headteacher 19 November 2001 Date of previous inspection

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Inspection number Inspection dates Age group 277471 16 January 2006 - 4 to 11 17 January 2006 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

Adswood is a smaller than average sized primary school. It serves a community which is situated in one of the more disadvantaged areas of Stockport. The vast majority of pupils are from a white British background. When children enter the school in the Reception class, they have skills well below those expected for their age nationally. The percentage of pupils eligible for free school meals is well above average as is the proportion of pupils who have learning difficulties and/or disabilities. A very small proportion of pupils are in the care of the local authority. The current headteacher was appointed in October 2005. The school has received a national award for its commitment to continual improvement in information and communication technology (ICT).

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Adswood Primary School, 16 January 2006 to 17 January 2006

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Grade: 2

This is a good school. It judges itself effective and the inspectors agree. Pupils are happy at school and enjoy learning in the vibrant, stimulating environment. Parents are very pleased with the education and the good level of care it provides their children. Pupils achieve well overall because of the good quality teaching and learning. Standards and achievement are improving but in writing are below those in other subjects. The curriculum is good. It stimulates pupils' interest, develops their independent learning skills and contributes to the exceptionally good progress pupils make in mathematics and science. However, the school is reviewing the curriculum to give sufficient time to the development of writing skills. Leadership and management are good. The new headteacher has quickly ensured that the school is clear about the action needed to raise pupils' achievement in writing. The monitoring of pupils' progress and the use of assessment information to set

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Grade: 2

individual targets are not rigorous enough to ensure pupils' good progress continues. In addition to this, pupils are not sufficiently involved in checking their own learning. Pupils' personal development is good and pupils behave well. The quality of provision in the Foundation Stage is good. Teaching is exciting and imaginative, helping children to make good progress. Pupils with learning difficulties and/or disabilities are supported well and take an active part in school life. The school has moved on well since the last inspection, particularly in improving the quality of teaching and learning. The school has a good awareness of the correct priorities for further improvement. It provides good value for money.

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What the school should do to improve further

• Raise standards and achievement in writing by making sure pupils have enough opportunities to develop their skills in writing for a range of purposes. • Develop the tracking and monitoring of pupils' progress and use the information to set challenging individual targets. • Involve pupils routinely in assessing their own learning so they have a clear understanding of the progress they are making.

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Grade: 2

Achievement is good. Children enter the Reception class with skills that are much lower than those expected for their age. This is particularly marked in their speaking and listening skills. Although the majority will not meet the goals expected for their age at the end of the Reception year, the children achieve well because of the progress they make from starting school. In Years 1 to 6 pupils make good progress. Standards at the end of Year 2 are broadly average. Pupils' test results in 2005 at the end of Year 6 showed that standards in mathematics and science were below average, but this demonstrated exceptional 2 Inspection Report: Adswood Primary School, 16 January 2006 to 17 January 2006 progress for these pupils from their very low starting points at the end of Year 2. In 2005 pupils generally met their targets in reading and mathematics but missed those set for writing by a long way; the 2005 results showed a significant decline in writing

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Grade: 2

standards. In the current Year 6, standards are broadly average in English, mathematics and science. Pupils' standards and achievement in writing are improving at a good pace as a result of recent action taken to accelerate their progress. Pupils make good progress in other subjects of the curriculum especially in the development of their ICT skills. Pupils with learning difficulties and/or disabilities and those children in public care make good and sometimes outstanding progress towards their targets.

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Grade: 2

Inspectors agree with the school's judgement that pupils' personal development is good but also confirm there are some outstanding features. Pupils behave sensibly in lessons and around school, attendance is broadly average and punctuality is good. Pupils are polite and friendly and are more than happy to talk to visitors about how much they enjoy lessons and how safe they feel in school. They take full notice of the advice they are given on healthy eating and are grateful for the fresh fruit they receive each day. Pupils' spiritual, moral, social and cultural awareness is good and nurtured well through assemblies, the high quality of displays around school, and the creative curriculum which fuels pupils' appreciation of other cultures. Pupils make an outstanding contribution to life within the school community. For example, members of the school council are proud of the work they do to improve the school, in their words, 'for the

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Grade: 2

little ones who need our help'. Older pupils take on many responsibilities around school and carry out their duties diligently. They demonstrate an enviable generosity of spirit and agree that there is minimal bullying or unhappiness because pupils enjoy each other's company and play together cooperatively. The school prepares pupils well for their future economic well-being and children speak enthusiastically of the many opportunities they have to use computers to assist their learning.

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Grade: 2

The school accurately judges the quality of teaching and learning as good with examples of outstanding practice in the Foundation Stage. In the best lessons, there is a hive of activity, high levels of engagement by pupils, work designed to meet individual learning needs and realistic challenge for pupils of different abilities. Teaching assistants play an important supportive role; pupils are encouraged to think for themselves and are treated with the utmost sensitivity by the adults working with them. As a result, they behave well in lessons and have real confidence in what they can achieve. For 3 Inspection Report: Adswood Primary School, 16 January 2006 to 17 January 2006 example, in a Year 3 lesson, the pupils were fascinated by the robotic floor 'roamer' and were eager to use the computers to simulate its movements. The learning mentor works well with parents giving them effective guidance on how to support their

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Grade: 2

children's learning at home. Marking is good. Pupils like the 'three stars and a wish system' that compliments them on their work and effort and suggests ways in which they can improve their work. The school recognises that there is insufficient emphasis on pupils' involvement in evaluating their own progress and sharing this with the class at the end of each lesson. There is not always sufficient rigour in target setting for individual pupils, in order that their attainment and progress can be gauged exactly.

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Grade: 2

Inspectors agree that the school provides a good curriculum to meet the needs, aspirations and interests of its pupils. Pupils enjoy the thematic and active approach to learning, demonstrate real enthusiasm in their lessons and have a keen awareness of the different ways in which they learn. The school is now attempting to strike an even balance between this creative approach to learning and providing discrete opportunities for pupils to develop their skills in writing for a variety of purposes. Pupils enjoy the Fun Clubs on 'Funky Friday' afternoons and speak enthusiastically of the wide range of activities in which they can take part, from French to card making and from football to guitar. Information about the clubs is available on the school website, which also informs parents about educational visits and charity events. The half-termly enrichment days are a strong feature and Year 3 pupils found their

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Grade: 2

helicopter model-making projects did much to reinforce their learning in science.

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Grade: 2

The school provides good care, guidance and support. Pupils are valued and treated with dignity and respect. Comments such as 'our teachers understand us and look after us very well' are forthcoming and pupils feel safe and happy in school. Arrangements for child protection and health and safety are good. Pupils are strongly encouraged to adopt healthy lifestyles; they have many opportunities to take part in physical activity and eat sensibly. Although information about pupils' achievements is used well enough to guide pupils' learning, there is room for improvement in setting individual targets and involving pupils in assessing their own progress. Pupils in public care and those with learning difficulties and/or disabilities are very well supported. Effective use is made of internal and external support, for example, to help pupils improve their behaviour. Recently introduced strategies to promote self discipline are

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Grade: 2

helping to improve the behaviour of the few who need extra support. Pupils joining the school at times other than the usual entry into the Reception class settle quickly due to the support of a personal buddy and the welcome they receive. 4 Inspection Report: Adswood Primary School, 16 January 2006 to 17 January 2006

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Grade: 2

Leadership and management are good. The new headteacher has made a very good start in establishing a whole team spirit and recognising the quality and expertise of individual staff. For example, the role of the learning mentor has been reviewed already to ensure more pupils benefit from her help and guidance in supporting their learning. The headteacher has made it a priority to consult parents, pupils and staff indicating that that their views are highly valued. Staff appreciate the open discussions and being consulted on a range of issues and this is contributing to high morale. There has been some good monitoring of performance in recent years, but mainly carried out by senior managers, and the action taken has led to improvements. For example, the good improvement in the quality of teaching and learning has helped raise pupils' achievement. The current headteacher is keen to improve the school's system of self

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Grade: 2

review by distributing leadership responsibilities more and involving all staff in monitoring and evaluating the school's performance. A strength in the leadership of the headteacher is the vision and direction she provides in creating a caring, vibrant learning environment with a strong focus on pupils' well-being and raising standards. Recently introduced strategies to improve pupils' achievement in writing and their behaviour are already having a positive effect. Governors are supportive and have a good understanding of the school and contribute well to its successes. Financial management is good and funds are directed to the school's priorities for development. Good improvement has been made in the short time since the last inspection and the school is well placed to improve further. 5 Inspection Report: Adswood Primary School, 16 January 2006 to 17 January 2006 .

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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: Adswood Primary School, 16 January 2006 to 17 January 2006

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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 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 3 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 3 The attendance of learners NA 1 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 1 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 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 2 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

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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 very much for welcoming us to your school. We really enjoyed ourselves, especially having the chance to chat with you. What we liked about your school - Your good behaviour and friendliness. - Your enjoyment of learning and the strong contribution you all make to the school community. - Your achievements particularly in mathematics, science and ICT. - The way the staff look after you really well and make sure you have a safe, exciting place in which to learn. - The enthusiasm of the school council in helping to improve the school. - The way the school is led and managed and how your new headteacher has quickly settled and is getting to know you and your school very well. To make things even better we have asked your headteacher and teachers to - Improve your standards in writing and make sure you have enough opportunities to write in different ways such as playscripts, information reports and imaginative stories which we know

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Text from letter to pupils explaining the findings of the inspection

you have made a start on already. - Check the progress you are making in your work more closely. - Give you opportunity to tell your teachers how well you think you are doing in your learning.

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