Silsoe CofE VC Lower School

Inspection Report Silsoe CofE VC Lower School

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109605 Unique Reference Number BEDFORDSHIRE LEA LEA 278223 Inspection number 28 February 2006 to 1 March 2006 Inspection dates Mrs. Susan Hall LI Reporting inspector

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

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High Street School address Primary Type of school MK45 4ES Voluntary controlled School category 4 to 9 Age range of pupils 01525 860247 Telephone number Mixed Gender of pupils 01525 862941 Fax number 129 Number on roll Rev.Stephen Holroyd Chair of governors The governing body Appropriate authority Mrs. Susan Purdue Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 278223 28 February 2006 - 4 to 9 1 March 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 is a small first school serving a rural area of Bedfordshire that is above average in terms of social and economic features. The large majority of pupils are White British. None of the small number of pupils of different heritage is identified as being at the early stages of acquiring English. The number of pupils eligible for free school meals is very low. The movement of pupils to and from other schools is below average. Fewer pupils have learning difficulties or disabilities than in most schools. During this academic year a special needs nurture unit was set up at the school for pupils with social, emotional and behavioural difficulties. The attainment of pupils on entry to the school is above average overall.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Silsoe CofE VC Lower School, 28 February 2006 to 1 March 2006

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Grade: 2

This is a good school and has the capacity to improve further. The inspection findings support the school's assessment of its effectiveness in virtually all key areas. Parents are generally very pleased with the quality of education and care offered. The school is a fully inclusive and welcoming community. Staff have worked successfully to establish a nurture unit for pupils with behavioural difficulties, which is enabling them to be included in several school activities. Standards are above average when pupils enter the school, especially in their levels of confidence, their speaking and their early mathematical skills. Pupils make good progress across the school. By the age of seven, and when they leave the school at nine, standards are above average. The quality of teaching is predominantly good and is most effective in the Foundation Stage and with the nurture group. All pupils benefit from the many high quality support staff.

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Grade: 2

However, teachers sometimes limit pupils' involvement in their own learning and miss opportunities for pupils to discuss their ideas with classmates. The curriculum is satisfactory, although staff do not provide enough opportunities for pupils to use and apply the skills they have in problem-solving and investigative activities. Leadership and management of the school are good. The headteacher provides a well-considered and effective steer to school improvement. The school provides good value for money.

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What the school should do to improve further

- Provide better opportunities for pupils to be involved in discussions in order to test out their ideas. - Ensure there are more open-ended activities that requires pupils to use and apply their problem solving skills, especially in mathematics.

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Grade: 2

Standards are above average and pupils achieve well. Pupils start school with knowledge and skills which are above average overall. They are generally confident and articulate, settle quickly, and do well in all areas of their early learning. With small numbers in each year group standards in national tests can vary year on year. The school sets challenging targets for pupils, which are usually met. The inspection confirms that standards in Year 2 and when they leave the school in Year 4 are well above national expectations. National assessment results in Year 2 show that standards have often been exceedingly high and an above average proportion of pupils usually achieve at the higher levels. While girls did considerably better than boys last year, this has varied from year to year. Pupils with English as an additional language make good progress and achieve well. Pupils with learning and behavioural difficulties also achieve well.

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Grade: 2

Generally standards are slightly better in reading and writing than in mathematics. This is mainly because there are not enough opportunities for pupils to use and apply their skills. This also applies in science, and information and communication technology. 2 Inspection Report: Silsoe CofE VC Lower School, 28 February 2006 to 1 March 2006

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Grade: 2

Pupils' personal development is good, as is provision for their spiritual, moral, social and cultural development. Behaviour is good and, through a recent focus on 'values', pupils are becoming more aware of the needs of others. Almost all have positive attitudes to learning. Pupils and parents rightly believe that there is little bullying and that, when minor incidents occur, these are handled well. Pupils are encouraged to adopt safe practices and are confident that there are people they can turn to for help. Pupils are suitably prepared for the next stage of their education. Attendance is broadly average. The school takes good account of pupils' views and helps them develop their roles in the school and local community. The effective manner in which the school includes and supports all is illustrated when pupils with learning difficulties are chosen by their classmates to take on roles and responsibilities within the school. There is

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Grade: 2

satisfactory provision to develop healthy lifestyles, although some pupils indicate that they would like more water fountains and better school lunches.

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Grade: 2

The quality of teaching and learning is good. Teaching is effective in the Foundation Stage where good use is made of the new facilities. There are also useful links with the adjoining pre-school group, which enable a smooth transition to school. In the Reception classes, activities are well planned and provide good levels of challenge across the full range of tasks, including the use of the outdoor area. Teaching of pupils in the nurture group is good and is particularly effective in raising the self-esteem of these pupils. Across the school staff have high expectations of what the pupils can achieve. Pupils are keen to live up to these. Staff explain things well and there is a high level of adult support for all. However, in some lessons, where teaching is less effective, staff miss opportunities for pupils to be fully involved in their own learning. For instance, there are few opportunities for pupils to share their ideas and discuss

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Grade: 2

what they have found out with their classmates.

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Grade: 3

The curriculum is satisfactory overall, which is below the school's self evaluation. Reception pupils get off to a good start, learning through a well-planned variety of practical learning experiences. The provision for pupils' personal, social and health education is well supported by recent work on developing a 'values' approach. Activities to enrich the curriculum, including French and a residential visit in Year 4, are enthusiastically supported and there is a good range of extra-curricular clubs. Activities for pupils in the nurture group are securely based on their learning needs. However, across the school, staff do not always make the most of opportunities for pupils to be 3 Inspection Report: Silsoe CofE VC Lower School, 28 February 2006 to 1 March 2006 involved in their own learning. This is seen especially in mathematics where there is too much reliance on commercially produced materials which limit opportunities for

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Grade: 3

pupils, particularly higher attaining pupils, to think for themselves.

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Grade: 2

The care, guidance and support of pupils are good, which is above the school's own evaluation of its effectiveness in this area. Staff know pupils and their needs well and work hard to help them in all areas of their learning. The high priority placed on pupils' well-being is shown in the way the school plans activities based on a project recognising the development of 'values'. Good procedures are in place for child protection which ensures their safety. Pupils are confident that there is always someone to turn to if they have any worries. There are strong links with support agencies, which especially benefit pupils in the school's nurture unit. This, together with the quality of care provided, enables these emotionally vulnerable pupils to take an active part in many school activities. Teachers set demanding but achievable targets for pupils. The way in which pupils are helped to develop basic skills, provides a good preparation for their

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Grade: 2

future education and life beyond school.

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Grade: 2

Leadership and management of the school are good. The school is effective in working out what it does well and what it needs to do to improve further. Since her appointment 18 months ago the headteacher has worked well with staff to maintain high standards and to pursue areas for further improvement. The views of almost all parents are very positive and they believe they have suitable opportunities to comment on the work of the school. With senior staff the head has created an ethos where all are fully involved in planning for improvement. Leadership and management of the Foundation Stage are good and there have been improvements in facilities and links with the adjoining pre-school. Leadership of the nurture unit is also good and has been a major factor in its early success. Whilst there are occasions for subject leaders to monitor the quality of teaching, staff recognise the need to provide further opportunities to

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Grade: 2

look at pupils' work and to identify what could be improve it further. Governance of the school is generally good and governors have been influential in the development of the provision for the nurture group. 4 Inspection Report: Silsoe CofE VC Lower School, 28 February 2006 to 1 March 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. 5 Inspection Report: Silsoe CofE VC Lower School, 28 February 2006 to 1 March 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 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 2 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 3 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 1 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

Following my visit I would like to let you know what I found out about your school. But first can I say a big 'thank you' for making me feel welcome and for talking to me about the different things that you do at school. It was good to hear how you feel that your teachers listen to you and take good care of you. You probably saw quite a lot of me when I came into classrooms, met the School Council, in assembly and when I had lunch with you. I have told the staff that you behaved well and they are proud of you. I know that you like school and so I have talked with your headteacher and staff about how they can think about ways of being even better. They are going to look at how you can be more involved in lessons and give you more opportunities to discuss your ideas with your classmates. They are also going to plan more ways for you to develop skills in solving problems and carry out investigations especially in maths.

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Text from letter to pupils explaining the findings of the inspection

Your headteacher has got some really good ideas to make the school an even better place. You can all play an important part in this by working as hard as you can and being kind and caring for everyone. To help you to do your best you need to make sure you come to school regularly, and to give you the best chance to do well, please encourage your parents to take holidays out of term time. All my best wishes. It was a pleasure to meet you all.

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