Wootton Lower School

109494 Unique Reference Number BEDFORDSHIRE LEA LEA 278207 Inspection number 21 September 2005 to 22 September 2005 Inspection dates Ms. Margaret Jones LI Reporting inspector

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

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Bedford Road School address Primary Type of school MK43 9JT Community School category 5 to 10 Age range of pupils 01234 768 239 Telephone number Mixed Gender of pupils 01234 764 389 Fax number 297 Number on roll Mr.Charles Helliwell Chair of governors The governing body Appropriate authority Mr. Ian Stephen Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 278207 21 September 2005 - 5 to 10 22 September 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 one of Her Majesty's Inspectors of schools and two additional inspectors, over a two-day period in the third week of the autumn term 2005.

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Description of the school

Wootton Lower School is a large lower school in a village community, four miles from Bedford. There is a Reception unit of 55 children and of these 39 are part-time. They will join the school full-time in January. The proportion of pupils eligible for free schools meals is below the national average. Two pupils have English as an additional language. There is a broad range of minority ethnic backgrounds but no significant numbers in any group. Ten per cent of the pupils have learning difficulties or disabilities. The school plays an active part in the local cluster of schools, Learning Community 4, and is undertaking several collaborative projects. The headteacher has been in post for eight years but seven new staff have started since September 2004.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Wootton Lower School, 21 September 2005 to 22 September 2005

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Grade: 3

Wootton Lower School provides a satisfactory standard of education. The school believes it is a good school and in many respects it is. Children here blossom into articulate and confident learners. They get off to a flying start in the Foundation Stage where the good provision ensures that the children settle quickly and achieve well. In 2004 they achieved above average results in the tests for seven year olds, but progress levels out for pupils in Years 3 and 4 leading to some under-achievement. This is, in part because of high staff turnover due to promotion elsewhere. Progress in mathematics is not as good as in reading and writing. The school is competently led and managed. The senior management have an accurate understanding of what needs to be improved and demonstrate a good capacity to improve further, although plans for improvement and the monitoring of provision could be sharper. Parents think that

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Grade: 3

the school is very good and they appreciate the care and support given to their children. A hundred per cent of parents who responded to a questionnaire say that their children enjoy learning and find it interesting. A lively, attractive and welcoming atmosphere is created for all visitors. The school is aware of its strengths and also of its weaknesses such as in mathematics. It has proved since the last inspection in 1999 that it can successfully implement change. Pupils' personal development is good. They are keen to come to school and their enjoyment of their lessons is outstanding. The school includes all pupils well in everything it provides. The school offers satisfactory value for money.

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What the school should do to improve further

What the school should do to improve further In order to get better the school should: - Ensure that the good progress pupils make by the time they are seven, is continued to age nine, when they leave, by introducing more challenging work for the brighter pupils; - Raise attainment in mathematics by adopting a rigorous whole school approach; - Improve the quality of the school improvement plan and the quality of monitoring of teaching and learning.

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Grade: 3

Tests results and inspection evidence support the school's evaluation that pupils have made satisfactory progress by the time they leave the school. When children enter the school they have the skills and knowledge typical of four and five year olds. After only three weeks in the school the children in the Reception class have settled very quickly into the routines. They already feel safe and happy and, due to good quality teaching, they are currently achieving very well. In 2004 the seven year olds did well in the National Curriculum tests, and reached standards that were well above the national average. Provisional results this year show a slight dip. Across Years 3 and 4, progress is not as rapid as it is lower down the school. By the end of Year 4, pupils reach broadly average standards in English with a minority of pupils targeted to reach above average 2 Inspection Report: Wootton Lower School, 21 September 2005 to 22 September 2005

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Grade: 3

levels. The quality of writing and presentation is very good across the school. Pupils take pride and care with their work as a result of generally good quality teaching. The school is rightly concerned that pupils do not make good enough progress in mathematics. Results, both in national tests for pupils aged seven and the school's own assessments of pupils at the end of Year 4, show that standards lag behind those in English. The school has placed a priority on raising standards in mathematics but, as yet, the plans are not clear and sharp enough to guarantee the improvement needed. The school is particularly good at assessing the needs of pupils with special educational needs. Their needs are pinpointed well and the progress of these pupils is good. Pupils from minority ethnic backgrounds do as well as, and in many cases better than, other pupils.

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Grade: 2

As a result of the positive atmosphere of the school, and the good example set by all staff, pupils develop a strong sense of social and moral awareness. They are taught the difference between right and wrong, and to treat adults and other children with respect. Art work and musical activities add to pupils' cultural development. Pupils sing well in assembly with gusto. Their understanding of other cultures has improved since the previous inspection and is now good. Spiritual development is strong and pupils have produced some interesting work in religious education. Pupils are proud of their school and look smart in their uniform. They are eager to participate and answer questions. They behave very well, and rare instances of disruptive behaviour are skilfully managed by teachers and teaching assistants. Attendance is good. Pupils know how to keep themselves safe and healthy. They understand the five fruit and

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Grade: 2

vegetables a day message, and know why they should brush their teeth regularly and not eat too many sweets. The school is participating in the National Healthy Schools' scheme but participation has stalled a little because of staffing changes. Pupils are made aware of their responsibilities in the local and wider community through a variety of activities, including raising money for charity, and taking part in the local Arts Festival.

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Grade: 3

Teaching seen in lessons during the inspection was generally good. Teachers are enthusiastic and well informed and their lessons are lively and interesting. There was an example of excellent teaching in the Reception class where children were having great fun making birthday cards. They were all engaged in making sensible choices and practising their skills because of the teacher's clear explanations and encouragement. Teaching is especially effective in meeting the needs of those with learning difficulties. This is because teachers use the good quality individual education plans to ensure that work is set at the right level. Learning support assistants provide 3 Inspection Report: Wootton Lower School, 21 September 2005 to 22 September 2005 good support and pupils' targets are challenging but achievable. Procedures for assessing pupils' work are effective and the marking of pupils' work is thorough and

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Grade: 3

constructive. This ensures that pupils know how they are getting on and are very clear about how they can improve. The tracking of pupils' progress, however, is not always as effective as it could be. Some of the work set for the older, more able pupils is not challenging enough. This is shown by underachievement as pupils move through Years 3 and 4, and is reflected by recent results in mathematics.

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Grade: 2

The curriculum meets the needs of pupils well. Resources are used well to provide pupils with stimulating first-hand experiences to extend their learning. Topic days help to bring the curriculum alive and workshops are provided for pupils with particular talents, such as music and drama. Year 4 pupils go swimming and organise Bring and Buy sales for charity. These activities help them to stay safe and contribute to their financial awareness and future economic well being. The curriculum in the reception class is good and offers good opportunities for children to choose activities for themselves as well as being guided by the teacher.

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Grade: 2

The school regards the welfare of pupils as a top priority and members of staff work closely to ensure that pupils are well looked after during the school day. Procedures for child protection and first aid are good. Pupils feel the school is interested in their views and they have been fully involved with recent initiatives, such as the re-painting of the playground. Good attention is paid to providing a healthy and safe working environment and the school has, for example, acted upon parents' concerns over the level of traffic outside the school. Induction procedures for children entering the reception class are very good. Staff visit each child at home and there is close liaison with the two contributing pre-school groups. This helps to ensure that children are happy and are in the best possible frame of mind for learning.

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Grade: 3

The school evaluated its leadership and management as good. The evidence from the inspection shows that overall they are satisfactory, with significant strengths at a senior level. The headteacher promotes a caring and supportive ethos in which pupils feel safe, and concentrate on their learning. There has been good improvement since the last inspection in a number of areas, including provision and management for the under fives, and a review of the behaviour policy. The senior management team is enthusiastic, astute and hardworking. The team is new and relatively inexperienced, but is developing its ability to use data effectively to track and improve the performance of individual pupils. There is a very good team spirit among the staff, who are well 4 Inspection Report: Wootton Lower School, 21 September 2005 to 22 September 2005 motivated and want to do their best by the school and its pupils. The school has

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Grade: 3

correctly identified its strengths and weaknesses but the school improvement plan is not consistently focussed on raising achievement. The plan is not as specific as it could be, and this limits the extent to which senior staff and governors can measure how well they are meeting their targets. Accurate evaluation of teaching has taken place, and inspectors agree with the school's judgements about it, but the monitoring which takes place is not systematic or extensive enough. Where teaching had been identified as less than satisfactory the school has taken action to remedy the situation. Other issues for further whole school development, such as improving mathematics across the school, have not been followed through as forcefully. The governors are an active body who support and challenge the school. They ensure that the school meets legal requirements. The local middle school and pre- school groups spoke highly of the

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Grade: 3

contacts they have with the school. Teaching resources are deployed efficiently. The budget is in surplus, but this will be absorbed into staffing costs in the coming year. The accommodation is well maintained and provides a stimulating learning environment. The management is trying to improve the accommodation by replacing the mobile classrooms. This would make Years 3 and 4 feel more part of the whole school 5 Inspection Report: Wootton Lower School, 21 September 2005 to 22 September 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: Wootton Lower School, 21 September 2005 to 22 September 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 NA 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 2 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 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 1 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 NA 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 letting us visit your school. We enjoyed talking to you and your teachers and watching you learn. We thought you would like to know what we liked about your school and how we thought it could get even better. What we liked about your school - You made us all feel very welcome in your school and greeted us with a friendly smile. - You all looked very smart in your school uniform. - You are all learning to read very well. - You write some really good stories, and your work is always neat and readable. - You all behave very well around the school. You play nicely with your friends and the grown ups at lunchtime and speak very politely to your teachers and visitors. - You told us how much you liked coming to school and doing your work. - Your teachers and teaching assistants work very hard to make sure that you all get the right sort of help you need to help you learn. What we have asked your school to do

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Text from letter to pupils explaining the findings of the inspection

now to make it even better: - You must all try harder with your number work so it is as good as your reading and writing. - We have asked your teachers to keep a careful check on how you are getting on and to make better plans for how you could do better. - Older pupils could probably do some more difficult work.

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