Thorpe Primary School

107832 Unique Reference Number Leeds LEA 277848 Inspection number 7 November 2005 to 8 November 2005 Inspection dates Mrs Jane Hughes 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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Dolphin Lane School address Primary Type of school Thorpe Community School category Wakefield, West Yorkshire WF3 3DG 3 to 11 Age range of pupils

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0113 2146317 Telephone number Mixed Gender of pupils 0113 282 9248 Fax number 156 Number on roll Mrs M Daniels Chair of governors The governing body Appropriate authority Mrs E Kus Headteacher 24 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277848 7 November 2005 - 3 to 11 8 November 2005 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

In a socially disadvantaged area, this small school has almost double the national average of pupils entitled to free school meals and those with learning difficulties and/or disabilities. Few pupils are from minority ethnic backgrounds, with a minority just starting to learn English. Children join with well below average skills. With 20% of pupils joining or leaving partway through the school year, mobility is high. Planned refurbishments to the four buildings have been postponed. The school participates in a Primary Leadership Programme.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Thorpe Primary School, 7 November 2005 to 8 November 2005

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Grade: 2

This is a good school that provides good value for money. Stimulating teaching and enticing activities in the Early Years Unit (nursery and Reception) capture children's imaginations. They blossom from a low starting point, particularly in their personal and social development. Consistently strong teaching in all year groups ensures pupils look forward to school, are keen to learn and behave very well. Assessment information is not yet fine tuned enough to deliver strong enough challenges for some pupils. There is a rich curriculum where art enhances pupils' understanding of the world. Provision for information and communications technology has improved considerably since the last inspection when it was judged unsatisfactory. The strong ethos of care is a direct result of the vision of the headteacher. Pupils flourish under the nurturing care, guidance and support of teachers and mentors. Pupils who risk disaffection

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Grade: 2

become successful learners. The school encourages all pupils to come to school regularly and on time and they are getting better at this. Pupils adopt increasingly healthy lifestyles. The school is well led and managed although the governing body does not monitor well enough its health and safety policies. There is accurate self-evaluation of the school's performance. Staff and pupils work in difficult circumstances in cramped, run down accommodation that has a negative effect on teachers' work and pupils' learning. Staff and governors have a clear understanding of what needs to be done to continue the improvements achieved since the last inspection. The school has good capacity to improve.

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What the school should do to improve further

Focus on: • seeking a sharper focus in the use of available data to support planning, set targets and monitor the progress of different groups of pupils • continuing already effective efforts to improve pupils' attendance • ensuring governors meet their statutory obligations with regard to health and safety • implementing the school buildings' refurbishment once local authority problems with developers are resolved.

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Grade: 2

Pupils' achievement is good and standards are broadly average by the end of Year 6. Children make good progress through the Early Years Unit and achieve some of the goals set for children of that age but standards are mainly well below average by the time they enter Year 1. Some pupils struggle with difficult personal circumstances despite the school's best efforts. By the end of Year 2, although standards reached 2 Inspection Report: Thorpe Primary School, 7 November 2005 to 8 November 2005 by most children are below average, all pupils make good progress. In 2005, standards in reading and mathematics rose, with more children attaining the higher levels. Pupils continue to make good progress in Key Stage 2. Levels attained in English, mathematics and science are near the national average. The weakest element of pupils' work remains their writing. The school has identified and is addressing this through

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Grade: 2

improved teacher assessments and targeted support for pupils. The school admits a far higher than average proportion of children with learning difficulties and/or disabilities and, inevitably, this lowers test results. The school is rightly proud of the support it offers to vulnerable pupils. Effective support from classroom assistants and mentors enables pupils with learning difficulties and/or disabilities to make good progress throughout the school.

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Grade: 2

Pupils' personal development and well-being are good. When they arrive, children require support and encouragement to become increasingly self-confident. They respond well to sensitive staff interventions and are soon at ease, choosing their own lunch and chatting happily about their 'playdough dolls'. Pupils enjoy learning and listen carefully to teachers. They behave very well in lessons. Older pupils are stoic as they endure cramped conditions. Lunchtimes are sociable and a testament to pupils' sheer goodwill as they eat hot dinners at their desks. Generosity of spirit characterises the whole school community and creates a cheery learning environment. Impressive artworks grace the walls. Pupils view seriously their responsibilities as school councillors and monitors. They respond with compassion to charitable appeals and in the way they help children cope daily with particular problems. They have a good understanding of their local culture and an increasing realisation of

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Grade: 2

what it means to live in a diverse modern Britain. Pupils understand the benefits of healthy eating and an active lifestyle. They learn how to take care of themselves and accept responsibility for their own well-being. Pupils understand teamwork is often desirable and are well set to build for a productive future beyond school.

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Grade: 2

Inspectors judge teaching and learning as good, as does the school. Lessons are planned well to meet pupils' diverse needs. As a result, standards have improved since the last inspection. The school is rightly focusing on improving pupils' writing skills. Pupils respond well to teachers' consistent expectations so that little time is wasted in managing unsatisfactory behaviour. Most lessons are fun and pupils enjoy learning. Changes in activity help to maintain their interest in the best lessons. Very occasionally, 3 Inspection Report: Thorpe Primary School, 7 November 2005 to 8 November 2005 the momentum of pupils' learning slows when time is not used well. All groups of pupils, including those with learning difficulties and/or disabilities, learn equally well. Teachers and classroom assistants are skilled at providing sensitive individual support and matching work well to pupils' needs. However, the same expert use of assessment

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Grade: 2

is not yet in place to challenge and support those with particular gifts and talents. Teachers cope well with unsatisfactory accommodation and lack of suitable storage. Nevertheless, restrictions are placed on possible activities and ways of working, particularly in classrooms used by older pupils. The ways in which they can learn are restricted at times because teachers do not have the physical space to accommodate certain activities such as elements of art and crafts.

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Grade: 2

The curriculum is good and provides well for all pupils. Statutory requirements are met. Pupils have many opportunities to develop their awareness of living in a multicultural society. The recent 'One World Week' illustrates the school's commitment to racial harmony. Effective links between curriculum areas support pupils' personal development and social learning well. This approach is particularly effective in dealing with complex issues such as relationships, the resolution of conflict, and personal responsibility. Innovative 'focus' weeks offer additional breadth to pupils' experiences. For example, pupils enjoyed practical sculpture workshops at the West Yorkshire Sculpture Park. A wide variety of visits and visitors enliven pupils' learning. A positive reminder of this work is evident in high quality art on display. There is a good range of clubs and after school activities, including some for younger children as requested by parents. Pupils

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Grade: 2

particularly appreciate frequent visits to drama productions.

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Grade: 2

This aspect is good, with some outstanding features. Pupils say 'School's been a lot nicer place since we've had circle time - and it was nice before'. Pupils feel safe here. The school nurtures children's emotional health with a passionate determination led by the headteacher. Mentoring support is a reassuring presence in the turbulent lives of more vulnerable children. The 'worry box' is a comfort to pupils; they express relief that their concerns are addressed the same day. Child protection procedures are secure. There are policies to support health and safety systems but the school is unsystematic in its monitoring of some of these. Effective links with support agencies and other schools give children access to helpful guidance. Assessment of pupils' progress is comprehensive although data is not always used well enough to support every pupil's learning. Cramped accommodation has a detrimental effect on the quality of pupils' life in school.

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Grade: 2

4 Inspection Report: Thorpe Primary School, 7 November 2005 to 8 November 2005

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Grade: 2

The school judges leadership and management as satisfactory but inspectors judge them as good. The headteacher has a clear and achievable vision for the school's improvement that is communicated well and shared by staff. As a result, the school provides a caring environment for learning. There is a consistent approach to promoting pupils' social learning across the school that works well. Strengths and weaknesses are identified accurately in the school's self evaluation. A focus on the quality of teaching and learning, through formal professional development and continuous informal monitoring, has led to improvement since the last inspection. Parents are full of praise for the school - 'Fantastic!' wrote one. Staff with management responsibilities are clear as to improvements that are needed in areas of the school's work but much of their work has been too recent to have had a positive impact. Links with other schools through the Primary Leadership Programme

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Grade: 2

are used well to identify good practice and to inform planning for improvement. The school has a wealth of assessment data that is analysed well. However, it could be used even more effectively to plan work, set targets and monitor the progress of some groups of pupils. Governors are well informed about the school's work. They set suitably challenging targets and hold it appropriately to account. In an otherwise positive picture, where the governing body supports the school well, governors do not fully meet their statutory obligations in relation to health and safety. 5 Inspection Report: Thorpe Primary School, 7 November 2005 to 8 November 2005 .

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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: Thorpe Primary School, 7 November 2005 to 8 November 2005

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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 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 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

We were delighted to meet you during our recent visit to your school. Thank you so much for being so friendly and telling us all about your school. There were so many good things to see. Here are some we liked the most. - You behave very well and work hard which means you make good progress. - You are getting much better at coming to school every day. - You all listen carefully when your teachers are explaining things in lessons. - You learn a lot about healthy eating and keeping fit. - The school organises lots of fun activities and trips for you and we know you enjoy these very much. - We agree with you and your parents that Mrs. Kus and all the staff take good care of you and always help you with any worries. This is what we have asked your school to do now so it will be even better. - Look even harder at all the information teachers collect about how well you learn so you can become even more successful learners.

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Text from letter to pupils explaining the findings of the inspection

- Keep making sure you come to school every day so you do not miss work. - Be sure that the school is as safe as possible. - Improve the school buildings as planned, so that you are more comfortable in lessons and can go to the library in winter without getting wet! Carry on working hard and enjoying school!

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