Shield Road Primary School

Inspection Report Shield Road Primary School

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109014 Unique Reference Number South Gloucestershire LEA 278102 Inspection number 9 May 2006 to 10 May 2006 Inspection dates Paul (Alex) Baxter AI Reporting inspector

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

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Shields Avenue School address Primary Type of school Bristol Community School category BS7 0RR 4 to 11 Age range of pupils 01454 867185 Telephone number Mixed Gender of pupils 01454 867186 Fax number 240 Number on roll Mrs Joanne Wallis Chair of governors The governing body Appropriate authority Mr Nick Moss Headteacher 9 September 2002 Date of previous inspection

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Inspection number Inspection dates Age group 278102 9 May 2006 - 4 to 11 10 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

Shield Road is bigger than most primary schools. The proportions of pupils entitled to free school meals and who have been identified as having learning difficulties and disabilities are above average. Close to 15% of the pupils come from minority ethnic communities, which is below average, and two pupils are at an early stage of learning English. Children’s attainment on entry is below that expected for their age group.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Shield Road Primary School, 9 May 2006 to 10 May 2006

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Grade: 2

This school provides a good education for its pupils and good value for money. It has a very accurate view of what needs to be done to improve, has done so effectively since the last inspection and continues to improve rapidly. Children make a secure start in Reception and develop personal and language skills well. However, adults do not always support children fully in their chosen play and learning activities. Good teaching in Years 1 to 6 is raising standards. An interesting, well-planned curriculum, enriched by an outstanding range of wider learning opportunities, including games at playtimes, also stimulates pupils’ learning. Current standards are average in Year 2 and Year 6 and these show good achievement from mainly below average standards when these pupils started school. Teachers set challenging targets and these are met as an increasing number of pupils attain higher than average standards.

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Grade: 2

Attendance is below average, but is promoted purposefully by the school. Pupils’ behaviour, attitudes and other personal qualities are good and they receive consistently good personal care and guidance from all staff. Pupils commit themselves wholeheartedly to their work and this greatly enhances their learning. The leadership of the relatively new headteacher has been the driving force behind many improvements introduced in recent years. He is particularly well supported by senior managers. Pupils’ academic and personal achievements and all areas of provision are improving well. Relationships with parents are also good and underpin pupils’ positive attitudes to school. The school is very well placed to continue to improve in the future.

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What the school should do to improve further

• Raise standards further by Year 6 in English, mathematics and science and involve pupils more in self-evaluation and setting their own targets for improvement. • Improve pupils’ attendance by supporting and encouraging those families whose children need to attend more regularly. • In Reception, make sure that children have adult support in child-initiated activities.

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Grade: 2

Most pupils, including higher attainers and pupils learning English as a second language, achieve well and reach broadly average standards. Pupils with learning difficulties and disabilities achieve outstandingly, in relation to their capabilities, because of focused adult support. Children make satisfactory progress in Reception but do well in their personal social, emotional and language development, where teaching is more effective. 2 Inspection Report: Shield Road Primary School, 9 May 2006 to 10 May 2006 Progress through Years 1 to 6 is good as a result of effective teaching that builds on previous learning. Standards in Years 2 and 6 are broadly average in English, science and mathematics. They are rising quickly in response to raised expectations and interesting learning opportunities. An increasing number of Year 6 pupils are attaining above average skills in reading, investigating in science and in numeracy. Weakness

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Grade: 2

in past provision constrained pupils’ achievement, particularly in writing, but this is improving now in response to an agreed whole-school focus that ensures consistently effective teaching and stimulating learning experiences. Other initiatives such as developing challenge, interest and pupils’ independence in learning are having a positive effect but need more time to strengthen and raise standards to the full.

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Grade: 2

Pupils’ personal development and well-being are good. Pupils develop positive attitudes and enjoy learning from an early age. Pupils say lessons are fun, but also take learning very seriously. Overall, spiritual, moral, social and cultural development is good. Many pupils have a sensitivity and interest in the world that strengthens their spiritual development. Pupils also have a good understanding of their friends’ differing cultural backgrounds. They work and play well together, and have a good understanding of the needs of individuals who are different from them, leading to respect for others. Attendance is below average. It was improving until interrupted by much illness last winter. A few pupils do not attend regularly. However, most pupils understand the importance of regular attendance, although a few do not arrive at school on time. Behaviour is good. Many pupils follow procedures very well, acting sensibly throughout

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Grade: 2

the school. Most pupils feel safe, believe there is little bullying, and have confidence that staff keep them secure. A few pupils need and receive close support. Pupils understand the importance of healthy living, are prepared effectively for their future well-being and contribute well to the community. They take on responsibilities to help others, for example, as ‘Red Cap Playground Buddies’ and ‘Yellow Cap Games Organisers’.

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Grade: 2

Teaching and learning are good. Sharper monitoring, accompanied by constructive feedback and well-targeted professional development, has brought improvement. Marking is good, encourages pupils’ self-evaluation, gives clear ways of improving and promotes pupils’ progress well. This needs to be developed so that more pupils check their own work and set their own targets for improvement. Pupils comment, ‘Teachers are understanding and fair.’ Learning assistants give good support, especially to pupils with learning difficulties or disabilities and those who speak English as a second language. Pupils appreciate 3 Inspection Report: Shield Road Primary School, 9 May 2006 to 10 May 2006 this and say ‘helpers are experienced’. Teachers match the level of challenge in the work set closely and effectively to pupils’ needs. This has led to improved pupils’ progress, including that of boys and potentially higher-attaining pupils, particularly

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Grade: 2

in writing. Increasing opportunities for pupils to find things out for themselves are proving popular, including for children in Reception. However, although the reception teacher and her assistant support children well in many areas, especially writing and personal development, children are not always supported by stimulating adult questioning when working independently. All teachers have responded well to the pupils’ expressed desire for more interesting work. Investigating, problem-solving and using the well-equipped school grounds are enriching learning, for example, weather forecasting and studying sculpture and form in the school grounds.

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Grade: 2

The curriculum and other activities are good. Pupils’ experiences are greatly enriched by a comprehensive, well-attended and much-appreciated range of clubs and visits. There is good breadth and balance throughout the activities provided in and out of lessons. The teachers make learning stimulating by improving the match of learning activity to the pupils’ needs and through topics such as sculpture that make links between subjects. Teachers and their assistants support pupils with learning difficulties and disabilities very effectively and potentially higher attainers are now challenged well. There is scope to provide more opportunities for pupils to plan their own lines of enquiry. There are good opportunities, such as team-working exercises, that develop self-confidence and skills for their future economic well-being. When questioned, pupils say, ‘Learning is more interesting now, we find out about new things and keep busy.’ Teachers make

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Grade: 2

increasingly effective use of the improved curriculum for personal, social, health and physical education to develop the pupils’ personal qualities and their understanding of how to stay healthy and safe.

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Grade: 2

The school provides good care, guidance and support. Caring adults promote pupils’ personal qualities successfully. Teachers and their assistants know the pupils well. They follow clear policies and procedures, including those relating to risk assessments and child protection to ensure pupils’ health and safety. Parents and pupils appreciate this and feel valued by staff. Pupils say, ‘Helpers are experienced and teachers are understanding and fair.’ Pupils are known as individuals, staff evaluate their needs clearly and use data on progress with increasing effectiveness to identify underachievement. Pupils at risk of underachieving receive good support, with parents and external agencies closely involved. Most pupils reach their targets. Assessment and support for pupils with learning difficulties and disabilities is very good. The school 4 Inspection Report: Shield Road Primary School, 9 May 2006 to 10 May 2006

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Grade: 2

is tackling the issue of attendance vigorously and is seeking to address the late arrival of a few pupils more effectively.

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Grade: 2

Leadership and management are good. Parents agree and say, ‘the school is being pulled together well’. Parents are highly supportive of the school. Their views and those of pupils is considered, and have influenced the way the school operates, improving information to parents about the progress of their children and helping to improve pupils’ behaviour. The headteacher provides very good leadership. His management and day-to-day support for the staff and pupils is exemplary and shows a tireless personal commitment. The senior management team work effectively both to support the headteacher and independently in their areas of responsibility. Staff at all levels of the organisation feel part of the team, and work together towards shared goals. Senior managers monitor and evaluate the performance of the school extremely well. Evaluations are thorough and perceptive, and subsequent planning for whole-school development is based on a very firm foundation and is effective.

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Grade: 2

The school meets the needs of all pupils successfully, including those with learning difficulties and disabilities, recent arrivals to the country and those with social and emotional needs. Governors provide effective support and challenge to the senior management of the school. Financial planning and control are good. Resources are used well. The work of managers to improve standards and provision is already making a difference, but needs more time to achieve best results. The school is seeking to sustain improvement by sharpening assessments of pupils’ progress. It has a very good capacity to continue to improve. 5 Inspection Report: Shield Road Primary School, 9 May 2006 to 10 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: Shield Road Primary School, 9 May 2006 to 10 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 3 The quality and standards in foundation stage NA 1 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 1 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 1 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 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

Thank you for your warm and friendly welcome and a special thank you to those of you who met with Mr English and myself to tell us about your work. We especially liked: Your very positive attitudes to learning and hard work in lessons. The way you co-operate in lessons, play happily together and carry out your responsibilities, for example as ‘Red and Yellow Caps’ at break times. The caring support given to those of you who have difficulty learning and the very good progress you then make in achieving your targets. The pace at which the school is improving, due to the very good leadership of the headteacher, the good work of the teachers, support staff and governors and the increasing support from your parents. What we have asked your school to do now: We want you to achieve higher standards and play your part by evaluating your own work and sometimes setting your own targets. Attendance could be better and so we have asked the headteacher, with assistance from parents,

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Text from letter to pupils explaining the findings of the inspection

to help some of you to come to school more regularly. We have suggested that the teacher and her assistant in the Reception class help children more when they are working independently. Thank you again for helping us with our work.

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