Grange Moor Primary School

Inspection Report Upper Whitley Junior and Infant School

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107664 Unique Reference Number Kirklees LEA 277800 Inspection number 24 May 2006 to 25 May 2006 Inspection dates Mrs Linda Murphy 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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Liley Lane School address Primary Type of school Grange Moor Community School category Wakefield, West Yorkshire WF4 4EW 5 to 11 Age range of pupils

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01924 326804 Telephone number Mixed Gender of pupils 01924 326804 Fax number 61 Number on roll Mr T Lyles Chair of governors The governing body Appropriate authority Mrs L Wigelsworth Headteacher 27 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277800 24 May 2006 - 5 to 11 25 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 an Additional Inspector.

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Description of the school

This small village school serves the former mining village of Grange Moor to the west of Huddersfield. The percentage of pupils with learning difficulties and/or disabilities, and those entitled to free school meals is average. Most pupils are of White British heritage. A few are from minority ethnic heritages but all speak English fluently. The school has been an Investor in People since 2003.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Upper Whitley Junior and Infant School, 24 May 2006 to 25 May 2006

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Grade: 3

The school's overall effectiveness is satisfactory with some good aspects. Standards are broadly average and have been for the last three years. Children make satisfactory progress. Strengths are in the children's good behaviour, attitudes and relationships and the good level of care the school provides. The quality of teaching and learning is satisfactory overall although it varies between year groups. It is based on a broad and balanced curriculum which is enriched well through a range of visits and visitors. The quality and standards in the Foundation Stage are satisfactory. A newly established class for the Reception children has been set up although it is too early for its impact to be seen in raised standards. The arrangements to check how well pupils are progressing are established, but insufficient use is made of the information to really challenge the children who have special gifts and talents. The headteacher sets a clear

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Grade: 3

lead for the staff and children and has succcessfully improved links with parents. Parental views of the school are very positive. The school understands its strengths and areas to be developed but over-estimates its overall effectiveness. It too favourably judges standards, achievement, the curriculum, teaching, learning and leadership. It is in part over reliant on the headteacher who has a particularly large work load. Because the school is small each teacher has a range of subject responsibilities and not all are fully developed. The support role of other senior managers is at an early stage of implementation. Governance is satisfactory. Since it was last inspected, the school has made steady progress showing a satisfactory capacity to improve. It provides satisfactory value for money.

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What the school should do to improve further

• Fully implement the role of subject leaders and senior managers to ensure that all aspects of pupils' learning are led effectively. • Make sure that the skills of the gifted and talented children are developed well. • Improve the quality of teaching and learning to that of the best in the school.

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Grade: 3

Children's attainment when they enter school is generally at the level expected for their age. By the end of the Foundation Stage, Year 2 and Year 6 standards are broadly average. Children's achievement is satisfactory throughout the school. This includes children with learning difficulties and/or disabilities who make sound progress due to the diligence of the class teachers. Although children who are gifted and talented mostly reach levels higher than expected for their ages they are not always fully challenged in the areas where their gifts and talents lie. Standards in writing and information and communication technology (ICT) have improved since the last inspection. By the end of Year 6 standards in writing have been raised to an average level. This is as a result of improvements in the teaching of writing and by showing parents how to help their children. Standards in ICT are higher than expected for

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Grade: 3

2 Inspection Report: Upper Whitley Junior and Infant School, 24 May 2006 to 25 May 2006 children's ages. In mathematics pupils reach broadly average standards. They are able to apply their skills at computation to tackle a sound range of mathematical problems. The school meets its targets.

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Grade: 2

Children's personal development, including their social, moral, spiritual and cultural development is good. This is the same as the school's evaluation. The family atmosphere and sense of community is strong. Children are enthusiastic about school and as a result their attendance is good. Older pupils enjoy taking on responsibility and there are good opportunities to involve pupils in decision-making and in contributing to the life of the school. The school forum regularly brings together groups of pupils across the age range to discuss pertinent school issues. From this the buddy system has been established which has improved the quality of playtime for the children. Older children show much care towards the younger children and take delight in their successes. Older children set a good example to others. Children work hard to earn the much sought after 'well done awards' presented for good work and good deeds. Children

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Grade: 2

acquire good skills in ICT and satisfactory skills in English and mathematics which they will find useful in later life. Children have a clear understanding of the importance of a healthy lifestyle including how to keep safe. An award winning cook helps to ensure that children enjoy a good range of healthy food. Children contibute well to the school and local community.

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Grade: 3

The quality of teaching and learning is satisfactory. Some teaching of good quality was seen during the inspection which reflected the school's evaluation of this aspect. However, some inadequate teaching was also seen. The variability in quality means that the children's learning is satisfactory overall. Strengths are in the strong relationships and the good classroom organisation. Time is used well. Questioning is of good quality and extends pupils' thinking. It provides plenty of opportunites for speaking and listening. Early morning activities prior to the start of lessons 'gets the cogs going' and give a good start to each day. Not all teaching is of this quality. The weaker teaching lacks pace and challenge especially for those capable of attaining highly. Expectations are insufficiently high. Teaching assistants give satisfactory support - often to groups of children requiring extra help. Assessment is satisfactory

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Grade: 3

overall but the information is not always used well enough in the teaching to take account of the needs of the gifted and talented pupils. 3 Inspection Report: Upper Whitley Junior and Infant School, 24 May 2006 to 25 May 2006

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Grade: 3

The school correctly judged its curriculum to be satisfactory. In the Foundation Stage the practical curriculum promotes the children's personal development and enjoyment in learning. The curricular planning at this stage is building up term by term. The constraints presented by the building are overcome as much as possible to provide outdoor learning for the children in the Reception class. The school addresses the needs of the mixed age classes through satisfactory planning. It has yet to formally plan links so that the skills developed in literacy and numeracy are used to the fullest extent in all subjects. Children study a broad range of subjects but there is too little challenge built in for those with special gifts and talents. The curriculum is extended well through visits to the locality and a good range of visitors such as bakers, dancers and musicians. These contribute well to the children's enjoyment. Most children benefit

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Grade: 3

from a residential visit where they have good opportunities to further develop their social skills and improve their physical fitness.

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Grade: 2

The quality of care, guidance and support is good and promotes the children's personal development well. This judgement matches the school's evaluation. Arrangements for child protection and for ensuring pupils' health and safety are good. Pupils say they feel very safe and have an adult to go to if they have concerns. The atmosphere in school is calm and orderly. It promotes a happy family ambience which results in the school meeting its aim to enable children to be 'happy, confident and ready to learn'. Children are aware of the targets set for their progress and on the whole know what they need to do next to improve. Children who need extra support to help them learn are identified early and individual plans are made for them. These are satisfactory overall although at times the targets are too broad to ensure quick success.

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Grade: 3

The quality of leadership and management is satisfactory with strengths in the leadership of the headteacher. Children's personal development and the care the school provides are all well led and the mentoring of newly qualified teachers is effective. Management responsibilities have been delegated but other senior staff do not always provide the necessary level of timely support required to raise standards quickly. Depending on the number of staff in this small school subject leadership may change year to year. As a result some subject leadership has yet to take a full lead on standards. This results in a heavy work load for the headteacher who is determined that the quality of education does not suffer. The school has satisfactory arrangements to track children's progress. The information is mostly used to set challenging targets although the gifted and talented children are not always well catered for. Plans for improvement

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Grade: 3

are well considered on the whole and the implementation is led with resolve by the 4 Inspection Report: Upper Whitley Junior and Infant School, 24 May 2006 to 25 May 2006 headteacher. The pace of development is steady. Governance has improved in terms of monitoring and this provides a clear picture of the school's strengths and areas to develop. Nonetheless the school overestimates its effectiveness and views the majority of aspects too favourably. The school gathers the views of parents and pupils and takes appropriate action. For example, developing good links with the local secondary schools after taking account of what the children and parents had to say. Financial management is prudent and ensures that resources are used to the best advantage for pupils. 5 Inspection Report: Upper Whitley Junior and Infant School, 24 May 2006 to 25 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: Upper Whitley Junior and Infant School, 24 May 2006 to 25 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 3 How well does the school work in partnership with others to promote learners' well-being? NA 3 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 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 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 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 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 your help when I inspected your school. You were very polite and told me a lot about your work and the school. The inspection shows that: - your behaviour is good and you get on well and listen carefully to others - the adults in school care well for you and this helps you to feel safe and to know about the importance of keeping healthy - your attendance at school is good and you have good attitudes to learning - your writing has improved and your skills at information and communication technology are higher than usually seen - the school forum works well. Older children look after the younger ones and set a good example for them to follow - you have lots of opportunity to go out on visits and to welcome visitors to your school. I have asked the school to make improvements to help you learn faster. These are to: - help those of you who have special talents in particular subjects to reach your full potential

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Text from letter to pupils explaining the findings of the inspection

- to make sure that teaching is always of the best quality in all year groups so that you all learn as quickly as you can - for teachers with extra responsibilities to give more help to the headteacher in leading and managing the school. You can help by continuing to work hard. I wish you well for the future.

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