Horfield Church of England Primary School

Inspection Report Horfield Church of England Primary School

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109143 Unique Reference Number Bristol, City of LEA 278137 Inspection number 12 October 2005 to 13 October 2005 Inspection dates Stephen Lake RISP Reporting inspector

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

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Bishop Manor Road School address Primary Type of school Westbury-on-Trym Community School category Bristol BS10 5BD 4 to 11 Age range of pupils 0117 9030041 Telephone number Mixed Gender of pupils 0117 9030042 Fax number 345 Number on roll Mr Anthony Smith Chair of governors The governing body Appropriate authority Mr Alan Sutton Headteacher 16 January 2001 Date of previous inspection

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Inspection number Inspection dates Age group 278137 12 October 2005 - 4 to 11 13 October 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 three additional inspectors.

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Description of the school

This is a large primary school in a suburb of Bristol. The proportion of pupils entitled to free school meals is just above average. A small number of pupils are from minority ethnic groups. A few of these pupils are learning English as an additional language. The proportion of pupils with learning difficulties is broadly average but almost twice as many pupils than usual have statements of special educational need. Children start school with broadly average skills in all areas.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Horfield Church of England Primary School, 12 October 2005 to 13 October 2005

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Grade: 3

Inspectors find the school to be satisfactory overall with some significant areas of strength. The school grades itself as good but inspectors do not agree. Inspectors found that achievement was satisfactory rather than good and the school has several important areas in which improvement is needed. The school gives satisfactory value for money. Most pupils achieve as well as might be expected and standards are broadly average. However, those pupils who should reach higher standards do not always do so. The main reason for this is because information from assessment of pupils’ progress is not used effectively enough to set challenging targets. The school has many areas of strength. The good quality curriculum includes outstanding provision for enrichment and for international links. The provision for pupils’ social, moral, spiritual and cultural development is outstanding. Attendance is satisfactory and pupils behave well.

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Grade: 3

The leadership and management of the school are satisfactory. The school knows its strengths and weaknesses and takes action to bring about improvement. The checks, made by the senior management team to see how effective this action has been, need to be sharper. Improvement since the last inspection is satisfactory and the school is suitably placed to improve further. Children enter reception with broadly average standards, although attainment on entry is gradually getting lower from year to year. They make satisfactory progress and the vast majority attain the levels expected by the end of the year. Children settle into school well and are prepared effectively for work in the National Curriculum in Years 1 to 6.

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What the school should do to improve further

•improve the way in which assessment information is used to help pupils to achieve as well as they should •establish more systematic and rigorous ways of checking on the work done to bring about improvements.

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Grade: 3

Achievement is satisfactory and standards are broadly average overall. Standards in English are rising and are now slightly above average as a result of the work that the school has done to improve writing. Standards in mathematics and science are average. Targets for pupils’ performance in national tests in English, mathematics and science set for this year have been met and in some cases exceeded. Individual pupils meet the targets set for them but in the case of more able pupils the targets are not always challenging enough. At the last inspection, higher attaining pupils in Year 2 were not 2 Inspection Report: Horfield Church of England Primary School, 12 October 2005 to 13 October 2005 doing well enough. There has been improvement in the standards achieved by higher attaining pupils in Year 2, but the more able pupils in Year 6 could still do better. Average and higher attaining pupils achieve at a similar rate throughout the school.

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Grade: 3

Pupils with learning difficulties and looked after children make good progress in relation to their prior attainment. Pupils with English as an additional language make similar progress to other pupils.

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Grade: 2

Pupils’ personal development is good, with some outstanding elements in their spiritual, moral, social and cultural development. For example, the way in which pupils’ social development is encouraged can be seen clearly in enrichment lessons. Pupils’ very good social skills are a significant strength. This is demonstrated in the way they provide help and encouragement to each other. This was apparent in a dance lesson where very young pupils were working with older pupils. This helped them to achieve at a much higher level than would normally be found. The school has a consistent approach to behaviour and pupils are encouraged to respect and care for each other and their community. The links with the local church enable pupils to be involved with the local community through contributions at services, such as the Harvest Festival. The strong cultural links with other countries have led to visits by pupils to Poland

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Grade: 2

and shared work with Ugandan pupils. The flourishing school council encourages personal responsibility. The work that the school council members have done in setting up their own ‘Eco School’ and making contributions to debates about healthy eating are appreciated by other pupils. Activities such as these develop pupils’ understanding of community and prepare them well for taking their place in society as they get older. Attendance levels are broadly average but are affected by the number of families taking holidays in term time. Pupils enjoy school and contribute enthusiastically to school life, be it through the outstanding music that they play, the teams that they play in, or the help and consideration they give to learners less fortunate than themselves.

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Grade: 3

The quality of teaching and learning is satisfactory. This is the reason that pupils achieve broadly as well as they should. However, although some of the teaching is good, teachers do not use assessment information well enough to make sure that all potentially higher attaining pupils do as well as they could. Teachers are aware that some pupils could do better and are willing to try out new initiatives to improve attainment. For example, the new arrangements for grouping pupils by their abilities in mathematics that were introduced last year in January 2005 for the Year 6 group have already been introduced for the current Year 6. Although it is too early see if 3 Inspection Report: Horfield Church of England Primary School, 12 October 2005 to 13 October 2005 there is any impact in terms of national test results, school records show that this strategy is starting to prove effective. Although detailed assessment procedures are in place the information gained is not

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Grade: 3

always used successfully to judge the effectiveness of the teaching. In particular, it is not always possible to check well enough on the progress that pupils make between reception and the end of Year 2. The school has recognised this and revised systems are being trialled in English to enable teachers to judge how well pupils are learning. A particularly strong feature of the teaching is the way in which pupils’ personal development is promoted. Teachers have very good relationships with pupils and this is a key factor in pupils’ personal development. Questions are used well to stimulate pupils and keep them interested in the lessons. Teachers have secure subject knowledge and work closely with the teaching assistants to provide a stimulating learning environment.

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Grade: 2

The school offers a good curriculum, with some very good elements. It meets the personal needs of its pupils well although it does not always provide well enough for their academic needs, particularly for more able pupils. A particular strength of the curriculum is the outstanding weekly enrichment programme. This brings opportunities for pupils to learn new skills, such as dance or African drumming. They learn how to make food for themselves, explore topics in science and enjoy their learning whilst developing important social skills. These activities give purpose to much of the other work that pupils do. For example, pupils realise that if they want to tell others about some of their ideas on conservation they need good writing skills. The enrichment activities are making a good contribution to the improvement in standards in English. The broad range of activities after school, such as clubs to help with homework, sports

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Grade: 2

and arts activities and visits to theatres and exhibitions, contributes well to pupils’ learning. The school has a number of awards that indicate particular strengths in the curriculum including the ArtsMark Gold Award, the International School Award and an ActiveMark School award.

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Grade: 3

Pupils are well cared for. The school is a safe place where pupils care for each other and themselves. There is good support for pupils with learning difficulties. New procedures have been introduced to identify the needs of those who are more able. Pupils with complex needs are very effectively supported by teaching assistants. The school emphasises the need to eat healthily and take exercise. The importance of healthy living is promoted well through arranging for pupils to run their own healthy tuck shop. This is also providing pupils with key skills that they can use in later life. 4 Inspection Report: Horfield Church of England Primary School, 12 October 2005 to 13 October 2005 Assessment of pupils’ work is carried out, but this is not rigorous enough. Information from regular tests is not fully analysed so that it can be used to inform teachers’ planning. As a result, work is not always challenging enough for the more able pupils.

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Grade: 3

Teachers’ marking and target setting are good in some cases, but this is not consistent. As a result, pupils are often unsure about what they have to do to improve their work.

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Grade: 3

The quality of leadership and management is satisfactory overall with some areas of strength. The headteacher has a clear vision for the school and this has resulted in many high quality initiatives to support pupils’ personal development. This vision is a key factor in establishing an outstanding range of international links to support and extend pupils’ learning. The school has satisfactory systems for checking on the quality of its work. The school has looked at where improvements are needed and has put suitable initiatives in place. These include the work on writing, which has been effective in raising standards in English, and the curriculum enrichment programme. However, the checks made by the senior management team on the success of planned improvements and initiatives are not as effective as they could be. For example, not enough attention has been given to checking up on the ways that more able pupils are being taught.

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Grade: 3

Several governors are new and the chair has only been in post for a few weeks. These recent changes in the governing body have been dealt with well to ensure that governors continue to hold the school to account. However, governors are aware that they could be better at this and rightly identify that they need a more detailed analysis of the assessment data to enable them to judge the effectiveness of the school more easily. Budget management is satisfactory and the governors have initiated many good improvements to the school to benefit pupils. These include extending the hall and making specialist provision for pupils with learning difficulties and disabilities. The school takes the views of pupils and parents into consideration well through regular surveys of opinions and acting on suggestions where possible. Recent changes that have been made as a result of canvassing parents’ and pupils’ views include a plan to

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Grade: 3

move the after-school club within the school site and providing better access to the building for pupils with complex needs. 5 Inspection Report: Horfield Church of England Primary School, 12 October 2005 to 13 October 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: Horfield Church of England Primary School, 12 October 2005 to 13 October 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 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 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 1 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 3 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 3 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 making us welcome in your school and talking to us. We particularly liked having lunch with the school council. We found that: your school does many good things that you enjoy very much, especially the extra activities such as the art, the dance and the very good music you have outstanding opportunities to link with pupils in schools in other countries the school looks after you well you are given very good guidance on how to behave and mix with other people and you behave well your school looks after pupils with different needs well you are getting better at English. We think that your school can get even better by: using information on how well you are learning to find ways of helping you learn more checking carefully on the work that it does to make sure that everything is as good as it can be. Thank you again for making us welcome.

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