Worthinghead Primary School

Inspection Report Worthinghead Primary School

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107246 Unique Reference Number Bradford LEA 277736 Inspection number 17 May 2006 to 18 May 2006 Inspection dates Mr Robert Robinson 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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Wyke Lane School address Primary Type of school Wyke Community School category Bradford, West Yorkshire BD12 9EL 5 to 11 Age range of pupils

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01274 414904 Telephone number Mixed Gender of pupils 01274 414904 Fax number 178 Number on roll Lesley Bryenton Chair of governors The governing body Appropriate authority Mrs P Allison Headteacher 15 January 2001 Date of previous inspection

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Inspection number Inspection dates Age group 277736 17 May 2006 - 5 to 11 18 May 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

This is a smaller than average-sized primary school. Almost all pupils are of white British heritage. Pupils attending the school come from a mixed socio-economic area. Attainment on entry to the Reception varies from year to year though it is generally below average. The proportion of pupils with learning difficulties and/or disabilities is about average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Worthinghead Primary School, 17 May 2006 to 18 May 2006

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Grade: 2

'My child loves school and that means the world to me.' 'Worthinghead is a lovely little school.' These parental comments are justified as this is a good school providing good value for money. Its view that its effectiveness is satisfactory is too modest. The headteacher and other senior staff lead and manage the school well. Teaching is good so pupils achieve well. Overall, standards by the end of Year 6 are about average, although they are lower in writing than in reading, mathematics and science. The curriculum meets the needs of all pupils well. Provision in the Foundation Stage is good. Systems to check pupils' progress are satisfactory throughout the school. However, the marking of their work is not consistent. In addition, the tracking of their progress and using the information are not yet sufficiently developed to give pupils a clear idea of what they are aiming to achieve. Pupils' personal development is good. Spiritual, moral, social and cultural development

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Grade: 2

is good, overall. However, opportunities are missed to foster pupils' understanding of the cultural diversity of the town they live in. Behaviour is excellent. Attendance rates are well above average. Pupils enjoy coming to school and they respond very well to the good, supportive care they receive. The school has improved well since its last inspection. It has a good understanding of its strengths and areas for development. The commitment of the staff and strengths in the leadership and management indicate that the school has good capacity to continue to improve.

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What the school should do to improve further

• Sharpen the tracking and monitoring of pupils' progress in all subjects, particularly in writing, so that individuals and groups of pupils have robust targets that challenge them to improve their work. • Improve teachers' marking to match the best practice so that all pupils receive good advice on how to improve. • Provide more planned opportunities for pupils to develop their understanding of the multicultural diversity of Bradford.

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Grade: 2

All groups of pupils achieve well. Standards by the end of Year 6 vary from year to year because of differences between groups of pupils within this small school. In recent years, standards have been broadly average by the end of Year 6, although those in writing have been lower than those in other subjects. Children start school with below average standards. They receive a good start in the Foundation Stage, making rapid progress in developing basic skills. They make good progress across Years 1 to 6 and this means that, by the time they finish Year 6, standards are broadly average. However, progress in writing is not as strong as that 2 Inspection Report: Worthinghead Primary School, 17 May 2006 to 18 May 2006 made in reading, mathematics and science. Although standards in writing are improving, there are still too few reaching the higher level in their tests. The demanding targets set at the end of Year 6 in 2005 were almost met in English,

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Grade: 2

although exceeded in mathematics. The school is on track to meet its targets at the end of Year 6 in 2006. Pupils' good progress in developing the basic skills of reading and numeracy provides a good foundation for their future economic well-being.

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Grade: 2

Attendance is well above average because pupils really enjoy school. They are very enthusiastic learners. Their behaviour and attitudes to work are exemplary. They are extremely polite and courteous. Older pupils are very confident and their mature attitudes stand them in good stead for the next phase of their education. Pupils support one another in a very harmonious community. Bullying rarely occurs. The 'playground buddies' help younger pupils to feel safe and enjoy breaktimes. Spiritual, moral and social development are good. Pupils have a very clear understanding of right and wrong. They show compassion towards others and are involved in a number of fund raising activities. Assemblies provide appropriate opportunities for reflection and pupils learn about major world faiths. However, although their cultural development is satisfactory, they do not have sufficient opportunities to explore the rich and diverse

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Grade: 2

culture of Bradford. Older pupils stated that they were keen to find out more about the lifestyles and beliefs of others in the community. Pupils adopt healthy lifestyles by eating healthy foods and participating in a good variety of sports. They make a good contribution to the school, for example, putting forward their ideas for improvements in the 'have your say' box.

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Grade: 2

The quality of teaching and learning is good. Most lessons seen were good and as a result pupils make good progress. Pupils with learning difficulties and/or disabilities achieve well because of carefully thought out activities which are taught skilfully by capable staff. The planning of lessons is good, though, occasionally, challenge for higher attainers is insufficient. Teachers use interactive whiteboards well to help pupils to grasp new learning. The pace of lessons is generally brisk and pupils are keen to learn. Relationships between staff and pupils are a strength. Pupils have very good attitudes to work and behave exceptionally well; this assists their learning. In most lessons, questioning is effective. However, occasionally, it is not directed sufficiently to individuals or linked to their level of attainment. Teaching assistants are deployed well to work with small groups of pupils, particularly those with learning difficulties, but

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Grade: 2

3 Inspection Report: Worthinghead Primary School, 17 May 2006 to 18 May 2006 when the teacher is working with the whole class, they are sometimes not involved sufficiently in supporting pupils' learning. The marking of pupils' work is satisfactory, overall. At its best, comments in books celebrate good effort, suggest ways for pupils to improve and link to individual targets. Satisfactory marking applauds good work but rarely provides sufficient information for pupils so they know what they must do to improve.

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Grade: 2

A broad range of activities meets the interests and needs of all pupils. A well planned curriculum develops pupils' skills in literacy, numeracy and information and communication technology. Provision in the Foundation Stage is good, as the curriculum is carefully planned to develop children's skills in all areas of learning. Good use is made in Reception of the limited space available outdoors. The needs of pupils with learning difficulties and/or disabilities are met well throughout the school. The curriculum is enriched by interesting visitors and educational visits, including a residential visit, as well as by a good range of extra-curricular activities. However, opportunities to extend pupils' understanding of faiths other than Christianity are missed; for example, in religious education, pupils study Hinduism and Islam but visits are not made to local temples and mosques. Pupils' maturity and understanding of

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Grade: 2

healthy lifestyles are developed well through effective emphasis on personal, social and emotional development and citizenship education.

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Grade: 2

Worthinghead School is a caring community where pupils are valued and flourish. It provides good care, guidance and support for all, including vulnerable pupils such as those with learning difficulties and/or disabilities. Good systems are in place to ensure that children make a confident start when they join Reception. Child protection requirements and health and safety procedures are securely established and understood by staff. The learning mentor provides good support for pupils and they feel that there is always someone to turn to if they have a problem. Very good relationships with staff enable pupils to feel secure and make good progress in their learning. Staff know the pupils very well. Satisfactory systems are in place for monitoring their progress. This means that pupils' targets are generally well matched to their individual needs. However, they are not always clear what progress they are making towards achieving

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Grade: 2

Leadership and management are good. The headteacher, ably supported by the deputy headteacher, provides strong leadership which gives a clear sense of direction to drive 4 Inspection Report: Worthinghead Primary School, 17 May 2006 to 18 May 2006 the school forward. Since the previous inspection, the headteacher has built a highly committed team of staff who work well together. The deputy headteacher provides a very good example to others by the quality of his teaching. Other staff assist senior managers effectively. Teachers accept responsibility for the management of subjects and fulfil their roles well. The governing body meets all its statutory obligations. Governors are committed to the school and are beginning to develop strong links with staff and pupils. For example, the 'Governor of the Term' initiative is enabling governors to increase their appreciation of the education provided. The school has a good understanding of its strengths and what it must do to improve,

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Grade: 2

although its written evaluations of its performance are sometimes too modest. The school improvement plan accurately identifies the priorities for development. The headteacher is aware that in order to continue to drive up standards, systems such as those which track pupils' progress need fine-tuning. The school's capacity to continue to improve is good because of strengths in the leadership and management, the quality of teaching and pupils' very good attitudes to work and their excellent behaviour. The headteacher has the respect of parents, who are very positive about the school. A very high proportion of parents completed the parental questionnaires. Written comments were highly complimentary, such as, 'I have always thought that the school is well led and managed', and 'Worthinghead has been an excellent school for my children.' 5 Inspection Report: Worthinghead Primary School, 17 May 2006 to 18 May 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: Worthinghead Primary School, 17 May 2006 to 18 May 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 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 1 The behaviour of learners NA 1 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 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

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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 welcoming us to your school. We enjoyed our visit and we want to share with you what we think about your school. What we liked most about your school - The headteacher, staff and governors look after you well and know how to make your school better. - You are so polite and friendly. - You behave extremely well and work hard in lessons and all get on so well together. - You are taught well so that you make good progress in your learning. - Your attendance is very good and you really enjoy school. What we have asked your school to do now - To set challenging targets for you and to help you to understand the progress you are making towards these targets so that standards improve, particularly in writing. - For your teachers to write helpful comments when they are marking your work - even more than they do already! - Provide more opportunities for you to learn about Bradford and its people. We appreciated talking to you about your work and watching you learn. We wish you well for

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