Carter Knowle Junior School

Inspection Report Carter Knowle Junior School

p.1

106988 Unique Reference Number Sheffield LEA 277676 Inspection number 26 April 2006 to 27 April 2006 Inspection dates Mr Joe Peacock CfBT Lead Inspector Reporting inspector

p.1

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

p.1

Carter Knowle Road School address Primary Type of school Sheffield Community School category South Yorkshire S7 2DY 7 to 11 Age range of pupils 0114 2552347 Telephone number Mixed Gender of pupils 0114 235 2347 Fax number 220 Number on roll Mrs A Warner Chair of governors The governing body Appropriate authority Mr Alec Musgrave Headteacher 20 March 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 277676 26 April 2006 - 7 to 11 27 April 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 two Additional Inspectors.

p.3

Description of the school

The school is situated in a residential area of Sheffield and is smaller than average. It has a rich ethnic mix of pupils with almost half of the pupils from 12 different ethnic groups, the largest being Pakistani. The proportion entitled to free school meals is below average and the number with learning difficulties and/or disabilities is in line with the national average. The school has the Investors in People Award.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Carter Knowle Junior School, 26 April 2006 to 27 April 2006

p.3

Grade: 2

This is a good school, which is giving good value for money. Most of the issues from the last inspection six years ago have been dealt with successfully. Inspection judgements fully agree with the school's self-evaluation. The headteacher has deservedly earned the respect of staff and parents and a strong team spirit is evident in school. Pupils' personal development and well-being are good. Pupils enjoy coming to school and parents appreciate the high level of care for all. The good curriculum and good quality of care, support and guidance demonstrate the school's strength in recognising the needs of its pupils. Attainment on entry to Year 3 is above the level expected for most schools. Standards are generally above average with none significantly below average by the end of Year 6 in English, mathematics and science. Most pupils' achievement, including those who have English as an additional language is good when their prior attainment is taken

p.4

Grade: 2

into account. A lack of support for some lower attaining pupils in some classes means that their progress is satisfactory, rather than good. The quality of teaching and learning is good. The assessment of pupils' attainment and progress is good in reading, writing and mathematics and satisfactory in science. Leadership and management are good. The subject leaders effectively monitor standards and the quality of teaching in lessons, helping to bring about improvement where necessary. Governance is satisfactory. The governing body has changed significantly in the last two years. New governors are deeply committed to the school but are not yet sufficiently involved in monitoring the school's performance. The school's capacity to further improve is good.

p.4

What the school should do to improve further

• Increase the level of support for lower attaining pupils to improve their rate of progress. • Ensure that governors become more proactive in monitoring all aspects of the school.

p.4

Grade: 2

Standards in Year 6 are above average in English, mathematics and science. Detailed tracking clearly shows that most pupils achieve well because of the good quality of teaching and their good attitude towards learning. Standards in information and communication technology (ICT) have improved since the previous inspection and are in line with those expected. Pupils' performance in the 2005 national tests was generally above average in English, 2 Inspection Report: Carter Knowle Junior School, 26 April 2006 to 27 April 2006 mathematics and science. The very high standards in 2004 were not maintained as there were more pupils of lower attaining ability in the 2005 year group. Nevertheless, the school exceeded its targets in 2005. Almost all higher attaining pupils achieved their potential in 2004 and 2005. The progress of pupils with learning difficulties and/or disabilities is good as they are well provided for in class and when withdrawn for

p.4

Grade: 2

individual support. Where there is additional support in lessons for lower attaining pupils, they do well. In most classes, however, teachers do not have a teaching assistant and some lower attaining pupils do not always get the attention that they need. The support for pupils learning to speak English is good and they make good progress. More able pupils and those from minority ethnic families are sufficiently challenged and make good progress.

p.5

Grade: 2

Pupils enjoy coming to school and have good attitudes to learning. Pupils' enjoyment is obvious when, for example, they sing songs from Bugsy Malone. Attendance is above the national average. Pupils behave well and relationships are harmonious in lessons and around the school. Pupils' spiritual, moral, social and cultural development is good. In particular, pupils learn to respect and understand the feelings of others. They make worthwhile contributions to the school community, notably through a very effective and responsible school council. Pupils' projects range from making the mosaics that enhance the Tranquillity Park area of the playground to conducting an orderly protest at the school gates to stop people parking on the yellow lines outside school. Pupils are well informed about how to stay safe and appreciate the importance of a healthy lifestyle. Pupils enjoy physical education lessons and many take part in

p.5

Grade: 2

extra-curricular sport. Pupils experience a variety of team building exercises, competitions and activities that, together with their secure skills in literacy, numeracy and ICT, provide a good preparation for the next stage of education and future employment.

p.5

Grade: 2

The quality of teaching and learning is good. The key features of good teaching and learning are the appropriate level of work, which is provided for all pupils, the detailed 3 Inspection Report: Carter Knowle Junior School, 26 April 2006 to 27 April 2006 lesson planning and good relationships with pupils. All teachers make good use of computers but lack the latest whiteboard technology to add more interest to their lessons. In Year 6, pupils are organised into three groups by ability to revise for the forthcoming literacy and numeracy national tests and the quality of teaching is good for each of the groups, giving pupils confidence to face the tests. Teaching assistants support lower attaining pupils very effectively in class. There are very few however, and in some classes, lower attaining pupils in particular lack the support they need to understand what is expected of them. This adversely affects their rate of progress.

p.5

Grade: 2

Teachers know how well pupils learn in English, mathematics and science; and the information is used well to inform their future lesson planning. Formal assessments keep a careful track of all pupils' progress and this information is used effectively to identify pupils with learning difficulties and/or disabilities and to ensure they have challenging targets.

p.6

Grade: 2

The curriculum is good, meeting pupils' needs well. The ICT curriculum has been improved and pupils now use computers in most subjects to support their learning. Effective links are made between the various subjects. Pupils write amusing poems about materials in science, for example. All pupils value the special enrichment weeks, which are often used to give pupils extra insight into the cultures of the various ethnic groups represented in school and the cultural diversity within society. The school rightly works hard to enable pupils to do as well as possible in the national tests at the end of Year 6. Pupils speak appreciatively of the progress that they have made as a result of practice tests. However, this tends to restrict pupils' time on other aspects of the curriculum. Teachers use assemblies and discussion lessons where pupils sit in a circle. This is used most effectively for developing aspects of pupils' personal and social education. For

p.6

Grade: 2

example, pupils discuss the idea of 'inside hurt' and 'outside hurt' and the likely results of global warming. The school provides a very good range of extra-curricular activities, including a new and exciting Animation Club.

p.6

Grade: 2

The school provides a caring and supportive environment in which pupils feel safe and happy. The arrangements for child protection are clear and understood by all staff. There are good procedures for ensuring pupils' health and safety. Pupils know that there is always someone to help with any concerns and both they and their parents are confident that any reported incidents of bullying or racial harassment will be dealt with quickly and effectively. Learning support assistants provide good support for pupils identified with learning difficulties and/or disabilities and lower attaining pupils. However, there are several lessons, notably in mathematics, where there is no additional support and, despite the 4 Inspection Report: Carter Knowle Junior School, 26 April 2006 to 27 April 2006 best efforts of the teacher and careful modification of the various activities, these pupils do not make as good progress as other pupils.

p.6

Grade: 2

The school's arrangements for assessing pupils' progress are good and teachers now have useful information about how well pupils are doing and what they need to do to improve.

p.7

Grade: 2

Leadership and management are good. The headteacher and his staff have the overwhelming support of the parents, as shown in the very positive response in the returned questionnaires. The headteacher has a clear picture of the school's strengths and priorities for development. This is reflected in the accuracy of the school's own self-evaluation. He is supported exceptionally well by an experienced deputy and effective subject leaders. There are good systems in place to monitor and evaluate the quality of teaching and learning and to identify any weaknesses in pupils' performance in English, mathematics and science. Governors carry out their role satisfactorily. For instance, they manage the deficit budget prudently to ensure the temporary drop in pupil numbers does not interfere with the school's single-age class structure and strong staffing position. It means, however, that until more pupils bring in more funding in two years time, the school

p.7

Grade: 2

has insufficient funds to provide the latest whiteboard technology in classrooms or any more teaching assistants. Governors have recently revised the committee structure to make it more effective and to ensure that their individual expertise is used to the best effect. Their role in helping to monitor and evaluate all aspects of the school's provision with a view to identifying strengths and areas for development is not sufficiently well developed at present. They rely too heavily on the headteacher and staff to provide information about the school's performance. The school's capacity to improve further is good. 5 Inspection Report: Carter Knowle Junior School, 26 April 2006 to 27 April 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: Carter Knowle Junior School, 26 April 2006 to 27 April 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 NA 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

p.9

Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

p.9

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

p.9

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

p.9

needs and interests of learners?

NA 2 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 2 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 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 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

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

Thank you for helping us when we visited your school. We really enjoyed talking to everyone and looking at your work. The things that we particularly liked were: - how much all of you really like your teachers and enjoy school - how brilliantly you all behave in lessons and around school - the enthusiasm of your teachers and teaching assistants: they work so hard to make your lessons interesting - the good range of activities provided for you, including those after school like the Animation Club - your headteacher is leading the school well with good support from his deputy and all staff. We particularly liked the strong team spirit amongst staff. We are asking your headteacher, staff and governors to do the following things: - make sure that more help is there for those of you who find learning difficult - try and get as many governors as possible involved in checking how well things are going in school to see if they can spot anything which could improve standards further.

p.11

Text from letter to pupils explaining the findings of the inspection

Thank you again for helping us with the inspection of your school. We hope that you will all keep trying hard to help your teachers to make it even better! Finally, good luck to Year 6 pupils in the national tests next month. We know how hard you have been preparing for them.

p.11