Abram Bryn Gates Primary School

Inspection Report Abram Bryn Gates Primary School

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106414 Unique Reference Number Wigan LEA 277553 Inspection number 16 January 2006 to 17 January 2006 Inspection dates Mr Colin Smith 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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Lily Lane School address Primary Type of school Bamfurlong Community School category Wigan, Lancashire WN2 5JT 4 to 11 Age range of pupils 01942 866392 Telephone number Mixed Gender of pupils 01942 863251 Fax number 178 Number on roll Mr J Clegg Chair of governors The governing body Appropriate authority Mr S Sheekey Headteacher 27 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277553 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

Abram Bryn Gates is a smaller than average primary school. The proportion of children entitled to free school meals is higher than the national average, reflecting the extent of social disadvantage in the area. The percentage of children with learning difficulties and/or disabilities is also above average. The majority of children are from a white British background. On the whole, children enter school with attainment that is below that expected for their age.

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Key for inspection grades

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

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Grade: 3

The school provides a satisfactory standard of education and satisfactory value for money. The very low test results in 2004 convinced the staff that something was wrong and a full review took place. Effective improvement strategies were introduced and underachievement was stemmed. Standards began to rise and improved considerably in 2005. As a result, children's achievement is now satisfactory overall. Inspection evidence confirms that progress in Years 1 to 6 is now satisfactory. Children in the Reception class make a good start in response to good teaching. Standards are average in all subjects by the end of Year 2. However, standards are still below the levels expected in Year 6 overall, largely because children had been underachieving lower down the school. School data shows that standards are rising through the school. Although children with learning difficulties and/or disabilities make good progress, the achievement of the more able children is still not consistent

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Grade: 3

in all lessons. Teaching and learning are satisfactory, but some teachers are more successful than others in catering for children's different learning needs. With support from the local authority, leadership and management have become much more effective in raising standards. The systems introduced to check the work of the school have revealed a clear picture of the strengths and weaknesses. Strong action has been taken to ensure sustained improvement. Consequently, the school has correctly judged the children's personal development and the level of care provided to be good. Good links with external agencies enhance these areas. The school has identified accurately teaching and leadership to be satisfactory. The school's effectiveness undoubtedly declined following the previous inspection but the determined action taken to change the course of events indicates a good capacity for self-improvement.

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What the school should do to improve further

• Increase achievement of the more able children. • Improve teaching and learning further by ensuring that children's different learning needs are fully taken into account and planned for in all lessons.

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Grade: 3

The drive to raise standards has improved children's achievement, which is now satisfactory overall. Reception children make a good start and most achieve the learning goals expected. Children make satisfactory progress in Years 1 and 2 and reach the standards expected nationally in reading, writing and mathematics. Very low standards by the end of Year 6 became a concern in 2004. Many junior age children were underachieving. This is why the school judged standards of achievement to be inadequate. Rigorous procedures were introduced to track children's progress and set very challenging targets. As a result, the rate of progress doubled. Nevertheless, 2 Inspection Report: Abram Bryn Gates Primary School, 16 January 2006 to 17 January 2006 the standards achieved in 2005 were still significantly lower than average overall because of earlier underachievement. Although standards were average in mathematics

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Grade: 3

and science, below average standards in English reflected weaknesses in writing. The introduction of a writing improvement project is yielding very promising results. Standards in information and communication technology (ICT) have improved and are now at the levels expected. Children with learning difficulties and/or disabilities make good progress, as do vulnerable children and those at an early stage of learning English. However, some of the able children are still not fulfilling their potential. Children's reading and numeracy skills are sufficient to ensure that they are not impeded in learning other subjects and their writing skills are noticeably improving.

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Grade: 2

Personal development and well-being are good. Children's enjoyment of school is reflected in their very good attendance. They say that 'teachers make their learning fun' and this is why they develop good attitudes to learning. Children behave well and relationships between staff and children are very good. Children take their responsibilities very seriously. For example, at lunchtime, older children act as play leaders in helping and supporting younger children. Children's spiritual, moral, social and cultural development is good. Lively assemblies, discussion sessions and school council meetings encourage them to consider their own feelings and those of others. Such activities lead them to develop respect for others, including people in the community and those from other cultures. The careful development of children's personal qualities and skills prepare them well for the future and help to secure their economic well-being. Children in Years 1, 2 and

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Grade: 2

5 have gained a Construction Skills Gold Award, demonstrating their thinking and planning skills and understanding of teamwork. The recently formed school council is already effective in enabling children to contribute to decision making in ways such as working with the Forestry Commission to improve the local environment. Through personal, health and physical education, children acquire a good understanding of healthy lifestyles and what it means to stay safe.

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Grade: 3

Teaching and learning are satisfactory overall. Senior staff have worked hard to improve teaching by checking lessons and providing additional training. The previous unsatisfactory teaching has been eliminated. The improvement in the teaching of writing is evident in children's search for interesting vocabulary. For example, a Year 2 child wrote, 'he was hiding with shadows'. Good features common to all lessons 3 Inspection Report: Abram Bryn Gates Primary School, 16 January 2006 to 17 January 2006 include the management of children, the pace of the lesson, clear learning objectives and teachers' probing questioning. These factors ensure that children work purposefully and try to improve. Children identified with learning difficulties and/or disabilities are taught well, often by well trained classroom assistants. The assessment of children's learning is satisfactory and improving. Teachers in reception, Year 3 and Year 6 use the information well in matching tasks to children's

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Grade: 3

different learning needs. This is explicit in lesson plans and ensures that all children learn successfully. This practice is not yet consistent in all classes. When the same task is given to all children, irrespective of their different needs, the learning of the more able is not extended sufficiently and children at the lower end of the learning scale make mistakes. The lack of an agreed policy for planning lessons is impeding improvements in this area.

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Grade: 3

The curriculum provided is satisfactory with good features. Good provision is made for children with learning difficulties and/or disabilities. However, the needs of the gifted and talented children are not fully met in all lessons. This is why the curriculum is not as good as the school believes. The curriculum has strengths. It meets all requirements and is particularly well enriched through a very good range of educational visits and out of school activities. These experiences stimulate enjoyment in learning and nurture children's talents and interests effectively. Sensitive adjustments have been made in response to perceived curriculum weaknesses. The writing project has had a dramatic impact on children's confidence and skills in writing. A rejuvenated approach to teaching science through investigations is proving highly effective, particularly in Years 1 and 2. The school is successful in promoting children's personal, health and citizenship

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Grade: 3

education. In particular, healthy lifestyles and personal safety are woven meaningfully into the curriculum.

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Grade: 2

The good level of care, support and guidance provided has a marked impact on children's personal development and well-being. Robust procedures for child protection and assessing any risks ensure that children are safeguarded. Children are well prepared for starting school and make a smooth transfer into the secondary school. The school has made a determined effort to involve children in their own learning. Children's progress is accurately assessed each term and targets are set to help them to know what they need to do to improve. Children's clear understanding of the process is reflected in statements such as, 'I should be a Level 4 but my punctuation let me 4 Inspection Report: Abram Bryn Gates Primary School, 16 January 2006 to 17 January 2006 down'. Their work is marked conscientiously, although pointers for improvement are sometimes omitted. The school is very responsive to the needs of the most vulnerable children. Staff

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Grade: 2

frequently meet with members of external agencies to plan the support required and review progress. These meetings are usually conducted in the children's own homes, providing an invaluable link with parents.

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Grade: 3

Leadership and management are satisfactory. The headteacher's caring, supportive and inclusive disposition has a marked impact on children's good personal development and well-being. The recently appointed deputy headteacher is already very influential in raising standards. Good systems have been implemented to measure how well the school is performing, particularly in tracking children's progress, checking quality of teaching and examining the outcomes in children's written work. Teachers now have the tools to measure how well they are teaching and where to make changes. Most importantly, teachers' personal performance is reviewed in the light of improvements in children's learning. The one flaw in the system is the lack of an agreed method of planning lessons, which can then be checked to ensure that children's different learning needs are identified from the outset, particularly with regard to the more able ones.

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Grade: 3

The school recognised that it had not built sufficiently on its previous inspection and took forthright action to raise the stakes. Staff, children, parents and governors now share a collective vision for improvement. This is reflected in everything that the school does. The honest admission that the school was underperforming fuelled important changes. These have been recognised by the local authority and the intensive support originally provided is considered no longer necessary. Although the school knows there is more to do, the good capacity for improvement has been demonstrated. Governors provide good support but they recognise that they have more to do in holding the school to account. 5 Inspection Report: Abram Bryn Gates 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: Abram Bryn Gates 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 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 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 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

Thank you for helping us during our recent inspection. A lot of hard work has been done to help you to achieve as well as you can. The good features of the school are: - your attitudes, behaviour and good personal development - the way all of you are looked after and cared for - the good start you make when you begin school - the way managers and teachers are trying to improve the school. There are two areas for improvement. Standards had slipped in the juniors but they are improving again. To ensure that the improvements continue the school must: - improve the progress of those of you who are able to do more difficult work to help you to reach your full potential - improve teaching and learning further to ensure that your different learning needs are planned for and catered for in all lessons.

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