All Saints' CofE Primary School

Inspection Report All Saints' CE VA Junior and Infant School

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107569 Unique Reference Number Calderdale LEA 277780 Inspection number 14 June 2006 to 15 June 2006 Inspection dates Mr Roger Hartley HMI Reporting inspector

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

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Dudwell Lane School address Primary Type of school Halifax Voluntary aided School category West Yorkshire HX3 0SD 4 to 11 Age range of pupils 01422 367140 Telephone number Mixed Gender of pupils 01422 383091 Fax number 203 Number on roll Mr K Thorburn Chair of governors The governing body Appropriate authority Mr D Warbick Headteacher 1 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277780 14 June 2006 - 4 to 11 15 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 one of Her Majesty's Inspectors of Schools and one Additional Inspector. The inspectors met with the headteacher, members of staff, pupils, governors, a local authority representative, scrutinised a range of documentation provided by the school, and inspected parts of lessons. The inspection also took account of national and school data.

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Description of the school

The school is situated in a residential area of Halifax, West Yorkshire. It is a popular school within the community, which comprises mainly owner-occupied semi-detached and detached housing. The percentage of pupils receiving free meals and those with learning difficulties and/or disabilities is very low. There are 9% of pupils whose first language is not English, although none need additional support. The school buildings date from 1909 with several later additions. However, the current accommodation is inadequate especially for the Foundation and Key Stage 1 pupils where classrooms are very cramped and access to the outdoors is restricted. The hall is too small and awkwardly shaped and also accommodates the library, which is underused as a result. Playground provision does not meet the pupils' needs. Overall, it is the inspection team's view that the accommodation is restricting adversely, the education of the pupils.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 June 2006

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Grade: 2

All Saints' CE VA Junior and Infant School is a good school and its popularity and the trust placed in it by its parents and the community at large are well founded. It has built up its reputation over time based on standards, achievement and the development of each child as an individual. These qualities were recognised at the last inspection, and although there have been major staff changes since then, the current headteacher and staff have sustained these important guiding principles, whilst making changes to enhance what the school has to offer, drawing on the strengths of the staff team. The standards reached throughout the school are good and in national assessments and tests, the pupils consistently turn in results above national averages. Although the children enter school with well-developed skills, which give them a good start, standards would not be as high as they are if it was not for the good quality teaching

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Grade: 2

which permeates the school. The teaching promotes and encourages pupils to fulfil their potential. Nearly all of the teaching is good, and none of it is unsatisfactory. The teachers try hard to provide work which interests and often excites the pupils, who respond keenly, wanting to take part and show what they can do. These qualities reflect well on the school's efforts to regard each child as an individual. It provides an environment in which they feel safe and cared for, respected, and encouraged to develop their awareness both of themselves and their place in the community and society at large. Parents appreciate these efforts and have welcomed the raft of measures introduced by the headteacher to consult and involve parents, and to circulate news. The school is consistently striving to make improvements, and there are some things which the staff team recognise need development. For example, although standards

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Grade: 2

are high, there are pockets of weakness in science and mathematics, and the quality of writing could be consistently better. Assessment procedures are not firmly embedded and the curriculum needs further enrichment. However, all these issues are currently being addressed, although their development will require skilful support so that the amount of change undertaken can be implemented effectively. Considering the accommodation deficiencies, the school provides only satisfactory value for money.

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What the school should do to improve further

• Improve standards in mathematics, science and writing. • Ensure the revised assessment procedures are used effectively to plan the next steps in learning. • Clarify ways to support and evaluate the implementation of new initiatives. 2 Inspection Report: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 June 2006

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Grade: 2

The standards reached by pupils and the level of their achievement are good overall. The children enter the Foundation Stage with at least good and often very good levels of attainment and they make good progress towards the early learning goals. The pupils continue to make good progress throughout Key Stages 1 and 2, reflecting the work done by staff to identify the strengths and weaker aspects of the curriculum, what the pupils can and cannot do, and providing work accordingly. In this positive climate, the pupils achieve their potential and progress in the lessons is almost always brisk. Standards achieved in national assessments and tests are consistently above national averages. The actual levels reached vary from year to year according to the composition of the pupil groups; for example, Key Stage 1 results this year are better than last year, while those for 2004 did not reach the same levels as for 2003. In both key stages,

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Grade: 2

there are significant numbers of pupils who reach the higher levels in the various subject tests. Detailed analysis of the pupils' performance is well used to identify areas which the school needs to address to reach even higher levels; for example, in science and writing. These aspects are addressed in the school's improvement plan.

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Grade: 2

Pupils enjoy coming to school and say they feel safe and well supported by adults. The school is committed to providing a good all round education where every child is treated with respect, and opportunities to succeed are offered equally to all. The pupils describe the school as a 'friendly place' where teachers really listen to them. The spiritual ethos of the school is developed well and built on strong links with All Saints' church; some assemblies take place in the church. Behaviour is consistently good and attendance is high. The school has achieved a Healthy Schools Award and pupils have a good awareness of the need to make healthy lifestyle choices. Creative ways have been found to overcome the lack of space in the playground by links with other local schools, and providing a wide range of sporting activities, many of which take advantage of the skills in the local community. Pupils articulate their opinions in lessons and the

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Grade: 2

school council represents the views of the pupils and makes suggestions, many of which are acted upon.

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Grade: 2

The quality of teaching is good overall with some displaying outstanding features, and no inadequate teaching. 3 Inspection Report: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 June 2006 Lesson plans are clear and the learning intentions are shared with the pupils. The lessons contain a variety of things to do which stimulate and interest the pupils, keeping them on their toes and helping to provide a brisk pace to their learning. The teachers use a range of techniques and resources to good effect, including electronic whiteboards, challenging questions, 'talking partners' - pairs of pupils discussing problems together, and their own skills such as animated story telling. Lessons are managed and time is organised well. Teaching assistants provide valuable support and are well deployed. The school has been working hard to provide work in lessons which is designed to meet the learning needs of different groups of pupils. It works best in literacy and

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Grade: 2

numeracy lessons, although very occasionally, an activity proves to be too easy for some pupils.

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Grade: 2

Curriculum provision is good overall. It is broad and balanced, and there are many extra-curricular activities, out of school visits, residential experiences, and a good range of multicultural activities to raise pupils' awareness of faiths, festivals and cultures. All of these different activities are popular with the pupils. The school is in the early stages of planning a 'creative curriculum' based on developing links between subjects through topics and themes. It has already held 'challenge' and 'theme' days, which have provided valuable experience to help in planning the developing curriculum. The curriculum in the Foundation Stage is well planned, focused on the early learning goals, and meets the needs of all the children.

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Grade: 2

The pupils receive good care and support. Their health, safety and well-being are given high priority, and there are effective child protection systems and risk assessment procedures in place. Staff have good relationships with pupils and work hard to provide stimulating learning environments. The school has effective measures in place to support pupils with learning difficulties and/or disabilities, who make good progress. Parents are kept well informed about their children's progress and they comment about the willingness of the headteacher and staff to welcome them into the school. The school is currently developing its assessment procedures. One of its objectives is to provide a more rigorous way of assessing the progress of pupils and involving them more in setting and achieving challenging targets.

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Grade: 3

The headteacher has been in post for almost two years. During that time, there have been several staff changes, although it is only since September 2005 that the school 4 Inspection Report: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 June 2006 has had a deputy headteacher. Despite these changes, the headteacher has carried out a review of the school's strengths and areas for development. He has embarked on a programme of measures, including reallocating subject responsibilities, revising assessment procedures, and planning a 'creative' curriculum, and rigorously analysing performance data about standards. It is an ambitious programme, although the staff are fully supportive and are working hard to make changes. However, the measures are new and their impact has yet to fully shine through and have their desired effect. Some of the practical aspects of carrying out these improvements need greater clarity

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Grade: 3

in order to achieve consistency, and efficiency; for example, the time allocated for subject leadership, the reporting of progress, the monitoring process, and the recording of decisions made by the whole school. A strength of the school is the support received from the governing body who know the school well. 5 Inspection Report: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 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: All Saints' CE VA Junior and Infant School, 14 June 2006 to 15 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 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 2 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 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 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 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

I would like to say how much Mrs Davies and I enjoyed spending time in your school. Thank you for being so polite and friendly and telling us about your work and what interests you. We spent a lot of time finding out how well you are learning by watching you work in some of the lessons and talking to Mr Warbrick and your teachers. Don't they do well! Showing you how to do things, and making sure you have lots of exciting things to do. At the end of the inspection we talked to Mr Warbrick about what we had found out. This is what we said. We thought you were well behaved all of the time. You listened carefully to your teachers, did as you were asked, and worked hard in your lessons. Even the youngest children were good at taking turns and sharing things. The older pupils acted responsibly, taking care of books and equipment. You told us that you enjoyed coming to school and that the adults took good care

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Text from letter to pupils explaining the findings of the inspection

of you. You certainly seem to enjoy your work and we are pleased that you want to do well. One of the jobs we have to do when we inspect schools like yours is to see if there are any things which could make your school even better. Of course, we couldn't think of anything that you need to do, because you're brilliant already! It was difficult to find anything for Mr Warbrick and the teachers to do either because, like you, they work so hard. However, we did talk about the way your teachers check up on how well you are doing, and to make sure that you keep on getting better in your writing and in some of your mathematics and science work. So, keep working hard, doing your best and enjoying your school. Remember, if I ever come to All Saints' again, I'll want to know how you are getting on!

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