John Rankin Junior School

Inspection Report John Rankin Junior School

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109825 Unique Reference Number West Berkshire LEA LEA 278283 Inspection number 19 September 2005 to 20 September 2005 Inspection dates Christopher Parker AI Reporting inspector

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

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Henshaw Crescent School address Junior Type of school Newbury Community School category RG14 6ES 7 to 11 Age range of pupils 01635 42859 Telephone number Mixed Gender of pupils 01635 522889 Fax number 222 Number on roll Mrs Lynne Duncan and Sarah Hunt Chair of governors The governing body Appropriate authority

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Miss S Brown Headteacher 29 September 2003 Date of previous inspection

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Inspection number Inspection dates Age group 278283 19 September 2005 - 7 to 11 20 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 two additional inspectors.

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Description of the school

John Rankin Junior School is similar in size to many schools of this type. It has a relatively stable population with the large majority of pupils spending all four years at the school. Although there is fluctuation from year to year, attainment on entry is broadly average.Most of the pupils are from White British backgrounds with a small number coming from minority ethnic groups, none of whom is at an early stage of learning to speak English.The proportion of pupils with learning difficulties and disabilities is broadly average. However, some year groups have a higher proportion of pupils with learning difficulties than others. The school has a stable core of teachers but two new teachers have recently been appointed.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: John Rankin Junior School, 19 September 2005 to 20 September 2005

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Grade: 3

The school's overall effectiveness is satisfactory. Inspectors agree with the school's view of its performance. The school knows its strengths and weaknesses well. With the clear direction of the headteacher, supported by senior managers, it has the capacity to improve further. The school provides satisfactory value for money.The school has been effective in raising standards and now ensures the pupils make the progress they should. The satisfactory teaching and broad curriculum, enhanced by many visits and out of school activities, provide an education which the pupils enjoy very much. However, not all lessons captivate and challenge them, and in science the teaching does not always encourage their independence. Although the pupils develop a good level of competence in information and communication technology (ICT) it is not used extensively to promote learning across the curriculum. The personal development,

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Grade: 3

guidance and support for pupils are good. Parents rightly feel the school builds confidence in their children. The teachers give the pupils many opportunities to become involved in the life of the school. They feel safe, behave well and are willing to work hard. Pupils make a good contribution to the school community. School councillors take their roles seriously and have successfully improved, for example, lunchtime arrangements.Parents' views of the school are extremely positive. Some sought to highlight the considerable commitment of the staff. One added, 'The headteacher is full of enthusiasm which motivates the pupils.'

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What the school should do to improve further

* Raise standards further in English, mathematics and science.* Ensure that teaching encourages independent investigation in science.* Make more extensive and effective use of ICT to improve the quality of teaching and learning across the curriculum.

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Grade: 3

The pupils are making satisfactory progress and achieving standards similar to the national average. In 2003 the pupils were not making enough progress between Year 2 and Year 6. The school tackled the underachievement and results improved. In 2004 the pupils made the progress expected of them. The trend in national test results is now clearly upward. Results in 2005 have continued to improve with an increased number of pupils reaching the highest level in mathematics and science. However, in English fewer pupils reached this level than last year. The school has analysed the reasons for this and taken action to maintain the rate of improvement.The pupils are building successfully on what they already know and are able to do. Pupils with learning difficulties are being well supported to achieve as well as they can. As a result, all pupils in Year 6 reached at least the nationally expected level in mathematics last year.

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Grade: 3

The teachers have a greater awareness of the need to challenge pupils but instances remain where more could be demanded, for example, in scientific investigations. 2 Inspection Report: John Rankin Junior School, 19 September 2005 to 20 September 2005

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Grade: 2

The pupils' spiritual, moral, social and cultural development is good. They enjoy school very much and are willing to work hard. Although the current building work is potentially disruptive to the smooth running of the school, an atmosphere of calm and order is very evident. Pupils show a growing self confidence and a mature outlook. Teachers encourage them to think about the consequences of their decisions and how their behaviour may affect others. Pupils appreciate being able to express their opinions and feel that they are listened to. Attendance is good and pupils are punctual. They say they feel very safe in school and in the playground. Behaviour and relationships are good. The pupils know what they need to do to stay healthy. Many of them take part in sports clubs. They are encouraged to eat healthily and have access to drinking water throughout the day. Until recently many pupils were unhappy with lunchtime

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Grade: 2

arrangements. The school council investigated how they could make lunchtimes a social and pleasant occasion. A group of older pupils looked at how school meals could be improved. They canvassed pupils' and parents' views. The governors took account of their findings and invited two pupils to interview applicants for the post of school cook. Pupils now enjoy lunchtimes. One pupil commented, 'the food is now healthy, much more palatable and the vegetables are not overcooked!'

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Grade: 3

Teaching is satisfactory and enables pupils to enjoy their education and make the progress they should. The teachers make it clear what they expect the pupils to learn during each lesson. At the end of lessons the teachers carefully question the pupils to highlight any difficulties they may have encountered. They also ask the pupils how well they feel they have done. Teachers mark the pupils' work in a way that encourages them to make improvements. Pupils enjoy working and learning independently but in science, for example, there are occasions when pupils are guided to conclusions rather than being encouraged to find out for themselves. Although increasing use is being made of ICT to enhance learning and achievement it is not used extensively enough.The headteacher and senior staff recognise that consistently good teaching is essential to help pupils learn as well as they can. They have developed systems to promote good

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Grade: 3

teaching. For example, experienced teachers share their knowledge with less experienced colleagues. Teachers also work together closely to plan lessons. Similar systems are in place for developing the work of teaching assistants who are particularly effective in helping those with learning difficulties. 3 Inspection Report: John Rankin Junior School, 19 September 2005 to 20 September 2005

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Grade: 2

The pupils enjoy the broad and interesting range of work they do. There is good provision for literacy and numeracy, and many opportunities for pupils to extend and enhance their learning. Teachers plan well to develop pupils' skills and understanding. However, they do not always ensure that the more able pupils are challenged, for example, by giving them greater control over decisions when they are doing science experiments. The needs of the less able are well met by the highly organised and effective support of the teaching assistants. The school's knowledge of how much pupils have learned is good. As a result, the school is increasingly effective in tailoring activities to meet the pupils' needs. It has rightly set a priority within its improvement plan to demand more of the most able pupils.Visitors to the school, such as members of the Civil War Society and residential visits to, for example, Ufton Court add interest

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Grade: 2

to the curriculum. These particular activities help to bring colour and life to the pupils' learning in history. Other visitors such as Tibetan monks add diversity to their learning.Parents and pupils alike value and enjoy the many clubs and extra-curricular activities the school provides. One parent commented, 'There is an excellent variety of extra-curricular activities on offer.' There are many sporting opportunities and pupils are encouraged to participate as often as they can.

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Grade: 2

Pupils, parents and inspectors agree that there is a 'very happy atmosphere' in the school and that the care and welfare of pupils is good. The school is proud of its strong commitment to knowing all of its pupils and bringing out the best in them. For example, those with emotional or behavioural difficulties benefit from a specialist programme run by teaching assistants that helps them to manage their emotions and build their self-esteem. This enables them to make good progress in lessons because they behave well and have more confidence.Child protection procedures are clear and any pupil who may be at risk is carefully monitored. The school uses its effective links with local agencies to ensure that pupils are well cared for. Although the school has yet to complete and fully implement its Race Equality Policy it is inclusive of all of its pupils. The tracking of each pupil's progress is comprehensive. The information the school

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Grade: 2

collects is being used with increasing precision to provide programmes that help the pupils make better progress and achieve more.

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Grade: 3

The leadership and management are satisfactory. The leadership team provides clear direction and drive for improvement. The headteacher is establishing a learning culture that influences all aspects of the school's work. Although she acknowledges that the school is, 'Not there yet,' the teachers and teaching assistants are committed to this goal. The drive for higher achievement is evident, for example, in assemblies where 4 Inspection Report: John Rankin Junior School, 19 September 2005 to 20 September 2005 the pupils are encouraged to grasp every chance to learn. As a result, pupils are now making the progress they should and standards are rising. Over half of the pupils reached the highest level in the 2005 test in mathematics, showing a marked improvement over recent years.The deputy headteacher rigorously analyses the pupils' academic performance. She uses the information from her analysis to highlight where,

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Grade: 3

for example, further training is needed. As a result, an upward trend in test results has been established. The views of parents, pupils and governors are sought and acted upon. These influence the priorities in the sharply focused improvement plan. Governors, who are increasingly effective in holding the school to account, monitor the impact of the plan on the provision made for pupils. The school has proved it can make sustained improvements and is well placed to raise standards further and accelerate the pupils' progress. 5 Inspection Report: John Rankin Junior School, 19 September 2005 to 20 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: John Rankin Junior School, 19 September 2005 to 20 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 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 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 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 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 3 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 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

This letter is to tell you about the findings of the recent inspection and to thank you for taking the time to talk to inspectors about your school.You are able to learn in a calm and friendly atmosphere. Even though the building work causes some interruptions and distractions you behave sensibly in lessons and at playtimes. You told us that you enjoy lessons and feel your teachers are encouraging you to do well. We could see this in lessons but feel that some of you could be asked to do harder work. The headteacher and teachers have done a lot to raise standards. They want you to do even better and have plans to make sure you make good progress in all your learning. We feel they will be able to do this and have asked them to challenge you to do more on your own. For example, when you do a science experiment you may be asked to make more of the decisions. You have the skills to make wider use of the computers you have in school. Therefore, we have

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Text from letter to pupils explaining the findings of the inspection

asked your teachers to create more opportunities for you to use them in your learning. You have many good opportunities to visit places of interest and join a wide range of clubs. You are given responsibilities and meet them well. You contributed to the decisions about how lunchtimes can be improved. As a result, everybody is much happier with the meals and where they can sit. We enjoyed being in your school and hope that in the future it is even more successful in helping you to do as well as you possibly can.

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