Swain House Primary School

Inspection Report Swain House Primary School

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107220 Unique Reference Number Bradford LEA 277732 Inspection number 21 June 2006 to 22 June 2006 Inspection dates Mr Anthony Briggs 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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Radcliffe Avenue School address Primary Type of school Bradford Community School category West Yorkshire BD2 1JL 3 to 11 Age range of pupils 01274 639049 Telephone number Mixed Gender of pupils 01274 627059 Fax number 374 Number on roll Mr N Traynor Chair of governors The governing body Appropriate authority Miss Diane Rowbotham Headteacher 11 March 2002 Date of previous inspection

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Inspection number Inspection dates Age group 277732 21 June 2006 - 3 to 11 22 June 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 three Additional Inspectors.

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Description of the school

Swain House School is a larger than average size primary school, although the number on roll has fallen in the last few years. The majority of pupils live close to the school in a mixture of local authority and private housing. Most pupils are of White British heritage. A few are from minority ethnic heritages but all speak English fluently. More pupils than average are eligible for free school meals whilst the proportion with learning difficulties and/or disabilities is about average. A very small number of pupils are in the care of the local authority. The number of pupils who start or leave the school other than at the usual time is above average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Swain House Primary School, 21 June 2006 to 22 June 2006

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Grade: 3

'I am very impressed with the way the school has improved recently,' and 'teachers make sure every child is made to feel safe and secure,' are just two of the positive comments made by parents during the inspection. Inspectors agree with parents, pupils and the school's own view that Swain House is a satisfactory and improving school that provides sound value for money. The school's evaluation of its own performance matches almost exactly the views of the inspection team. Through the dynamic leadership of the headteacher and the commitment of staff and governors, it is well placed to improve even further. The quality of teaching and learning is satisfactory overall. It is good in the Foundation Stage where children get off to a great start to their school life and achieve well. Teaching is also good in Key Stage 1, but in Key Stage 2, pupils' achievement is no better than satisfactory, owing to inconsistencies

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Grade: 3

in the quality of teaching. In 2005, overall standards at the end of Year 6 were below average. Pupils enjoy coming to school and are well cared for. The attention given to their emotional well-being and personal development is strong. Consequently, pupils behave well, have really positive attitudes to learning and work hard for their teachers. The curriculum is satisfactory, if not a little stale, but there is a good range of enrichment activities that extend pupils' learning experiences and promote good social skills. Leadership and management are satisfactory. Managers have improved the tracking of pupils' progress, but procedures do not focus enough on how well pupils do throughout their whole time in school. Things have moved on well since the previous inspection with many of the issues identified now resolved.

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What the school should do to improve further

• Ensure greater consistency in the quality of teaching, particularly in Key Stage 2, to ensure pupils get the best out of their learning. • Track pupils' progress more rigorously over the whole time they spend in school to ensure that they achieve as well as they can in all subjects. • Improve the curriculum to allow more opportunities for pupils to develop their creativity and independence.

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Grade: 3

Achievement and standards are satisfactory overall. Children enter the Nursery with skills that are below those expected for their age. The school's records show that children make good progress in the Foundation Stage in all areas of learning, particularly in their mathematical development. This good start is built on effectively in Key Stage 1, so that, by the end of Year 2, pupils attain broadly average standards. The smooth transition from Nursery through to Year 2 is down to a settled staffing position and good teaching. The progress of pupils in Key Stage 2 has been patchy over recent years, due to the high turnover of staff and weaknesses in teaching. It is now 2 Inspection Report: Swain House Primary School, 21 June 2006 to 22 June 2006 satisfactory, although, if staff had a longer-term overview of their progress, pupils could do even better. In 2005, as a result of weaknesses in teaching and tracking

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Grade: 3

procedures, pupils did not perform as well as expected in the national tests, particularly in English. Results were below average. The school has made a concerted effort to raise standards by Year 6. Pupils' attainment is improving and the school is confident it will meet the realistic targets set for 2006. Standards in the current Year 6 are broadly average. The progress for particular groups such as looked after pupils and those with learning difficulties and/or disabilities is the same as for other pupils.

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Grade: 2

Pupils' personal development, including their spiritual, moral, social and cultural development, is good. Pupils really enjoy lessons and the other activities on offer. They are keen to learn and they get on well with each other, both in class and during playtimes. Comments such as, 'you don't feel you are going to be bullied,' sum up the good quality relationships evident throughout school. Pupils behave well and are cheerful and polite when talking to visitors. 'Don't all speak at once,' one boy quickly reminded others as they become so animated when explaining why they like coming to school. Pupils are gaining a good understanding of leading safe and healthy lives and how to look after themselves when out of school, if faced with an emergency. They eagerly join in the opportunities for physical exercise and show a good competitive spirit when taking part in team games. Their attendance is broadly average. Pupils are

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Grade: 2

developing into good junior citizens, accepting responsibilities and carrying out duties sensibly. The school council gives pupils a chance to voice their opinions and help improve the school. Pupils contribute well to the wider community, for example, raising money for charity, choir performances and adopting a foal at a local horse sanctuary. The extremely well attended breakfast club provides pupils with a healthy breakfast, good opportunities for socialising and prepares them well for the day ahead.

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Grade: 3

The quality of teaching and learning is satisfactory overall. Although there are some pockets of good and outstanding practice, and teaching in the Foundation Stage is consistently good, it is less effective in Key Stage 2. This is reflected in the progress pupils make. A real strength of the teaching relates to the teachers' enthusiasm for helping pupils to learn. Lessons are usually tightly planned and most teachers incorporate a variety of ideas to keep pupils interested. In the best lessons, work is well matched to the needs of each pupil, enabling all to make at least satisfactory progress. Pupils with learning difficulties and/or disabilities are well supported by the teaching assistants, enabling them to learn as well as their classmates. 'Teachers really make lessons fun,' was the view of one pupil. Whilst this can be seen in the best lessons, other lessons do not have the same level of excitement or drive, because teachers

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Grade: 3

3 Inspection Report: Swain House Primary School, 21 June 2006 to 22 June 2006 occasionally talk too much and do not let the pupils learn for themselves. Pupils say they learn best when they are 'not just listening to the teacher but doing it for ourselves'. Teaching has been driven by a focus on literacy and numeracy, and ensuring the structure of lessons is uniform. However, pupils say they are becoming bored with every lesson starting in the same way and they thirst for more creativity in their learning. Recent training in 'thinking skills' has resulted in teachers trying new ideas and making lessons more exciting. However, the full impact of this has yet to be seen.

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Grade: 3

The curriculum is satisfactory. Pupils say, 'the drama club is wicked. It is an opportunity to express yourself and have fun.' The computer suite and the school library are both positively commented on by the pupils, as they express their appreciation of the good range of extra activities and residential experiences that have a strong impact on their enjoyment, as well as their learning. Since emerging from special measures, there has rightly been a focus on the acquisition of literacy and numeracy skills to help pupils to make at least satisfactory progress, but there is not yet enough emphasis on developing pupils' creativity to bring excitement to all lessons. Managers are tackling this. For example, in science, pupils have more practical opportunities to conduct experiments and investigations, resulting in greater achievement. Significant emphasis is also placed upon developing thinking and speaking skills, which has also had a

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Grade: 3

positive impact on achievement and self-confidence. This initiative starts with a clear emphasis on communication skills as soon as children enter the Nursery.

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Grade: 2

The care, guidance and support for pupils are good. Parents appreciate the 'welcoming atmosphere in school', and say they are very happy with the care shown by staff. 'You feel safe in school,' was a comment from a number of pupils. Good initiatives are in place to support those pupils with learning difficulties and/or disabilities, vulnerable pupils and those with social or emotional difficulties. A well organised programme for personal health, social and citizenship education (PHSCE) helps pupils understand the importance of healthy lifestyles. Transition to the next phase of learning is carefully managed, and self-confidence and mutual responsibility promoted strongly. Procedures for ensuring pupils' safety, such as child protection, risk assessments and health and safety are in place. Assessment information is used well to provide extra help to those pupils who are identified as making slower than expected progress in their learning.

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Grade: 2

However, pupils' progress is not tracked rigorously enough over their whole time in school to ensure they are improving enough. 4 Inspection Report: Swain House Primary School, 21 June 2006 to 22 June 2006

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Grade: 3

The leadership of the headteacher is characterised by a commitment to raising standards and improving the quality of learning that takes place throughout the school. She has managed the necessary changes expertly to secure further improvement since she steered the school out of special measures. Some very difficult decisions have been made and several staff have moved on, but the clear vision for getting the best deal for the pupils prevails. Her commitment and drive are shared by the deputy headteacher and between them they have identified the strengths and weaknesses of all aspects of the schools work really well. Governors also play their part in holding the school to account and checking on how well it is doing. Recently improved monitoring procedures ensure that weaknesses in teaching are quickly identified and dealt with, although there is still more work to do in this area, especially in Key Stage 2. Tracking how much

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Grade: 3

progress pupils make is not robust enough. It does not take enough account of the bigger picture of how well a pupil does from entering the school to leaving. The curriculum is being reviewed because managers agree that it is stifling creativity. Subject leaders and other teachers with responsibility understand their roles but because several are new to them, they have not yet had time to incorporate the necessary monitoring systems into everyday use. It is for these reasons that leadership and management are currently satisfactory rather than good and the capacity to improve is good. 5 Inspection Report: Swain House Primary School, 21 June 2006 to 22 June 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: Swain House Primary School, 21 June 2006 to 22 June 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 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 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

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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 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 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 being so friendly and polite when we visited your school recently. We really enjoyed talking to you and listening to what you had to say and what you like best about Swain House. We would like to share with you what we thought about your school. What we liked most about your school: - we were particularly impressed by the way in which you all get on with each other and really want to do well in your lessons - Miss Rowbotham has done a great job at improving the school over the time she has been with you - we agree with you that the adults in school really look after you and make you feel safe and that most teachers make lessons fun - the work you do for charity, such as your choir concerts and adopting a horse, shows that you really care for others - you told us that the breakfast club provides a great start to your day and we agree. To help your school as it improves, we have asked Miss Rowbotham and the other adults to do

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Text from letter to pupils explaining the findings of the inspection

the following things: - make sure all lessons are as good as the ones in the earlier years - look more carefully at how well you are doing from the moment you arrive at Swain House to the day you leave, so that they know how well you are learning - make the lessons more interesting so that you can be involved more in creating things and learning on your own. I hope that you continue to enjoy working hard for your teachers.

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