Overstone Combined School

Inspection Report Overstone Combined School

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110519 Unique Reference Number Buckinghamshire LEA LEA 278451 Inspection number 11 October 2005 to 12 October 2005 Inspection dates Barbara Atcheson AI Reporting inspector

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

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Church Street School address Primary Type of school Wing Foundation School category Leighton Buzzard LU7 0NY 4 to 11 Age range of pupils 01296 688799 Telephone number Mixed Gender of pupils 01296 688816 Fax number 224 Number on roll Mr David Varey Chair of governors The governing body Appropriate authority Mrs Naima France Headteacher 19 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278451 11 October 2005 - 4 to 11 12 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 two additional inspectors.

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Description of the school

Overstone is an average sized primary school. Most of its pupils are White British and are fluent in English. Pupils come from a wide range of home circumstances but the number of pupils known to be eligible for school meals is very low. Fewer pupils than usual have learning difficulties or disabilities. Following a period of unexpected change at senior management level, a headteacher was appointed in April 2004 and a deputy headteacher in September 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Overstone Combined School, 11 October 2005 to 12 October 2005

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Grade: 3

The school evaluates itself as good. The inspectors judge the school's overall effectiveness as satisfactory with significant strengths. The school's view of itself is more optimistic because its system of self-evaluation is not sharp enough. Improvement since the last inspection is satisfactory; the school has tackled successfully all the issues from the last report. It provides satisfactory value for money.Standards are good. Most pupils make steady progress, although that of the more able pupils is not consistent across the school. Teaching is satisfactory and teachers provide a variety of activities that engage most pupils. However, the tasks set do not always make sufficiently effective use of assessment information in order to provide higher attaining pupils with sufficient challenge in their work. The quality of provision in the Foundation Stage is good and most pupils exceed the learning goals expected of

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Grade: 3

five-year-olds.Pupils' personal development is outstanding and as a result the atmosphere in the school is very positive. All staff work very hard to make every child feel valued. The views of staff, pupils and parents are sought, listened to and acted upon.Leadership and management are satisfactory overall and the leadership of the headteacher is particularly effective. There is a committed staff team who work hard to implement change, but not all subject co-ordinators are yet fully effective in carrying out the full range of their responsibilities. Partnership with other schools and organisations is good, as is the climate for further improvement.

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What the school should do to improve further

* Use information on pupils' progress to set clear targets for their next steps in learning* Make sure teachers always include activities to challenge and extend the more able pupils in their lessons* Improve teachers' skills in leading and managing their area of responsibility, to ensure accuracy of the school's evaluation of its effectiveness.

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Grade: 3

Most children start school with better than average levels of skill in all areas of learning. In the Foundation Stage children make good progress because they are taught well. Each stage of their development is carefully checked. By the end of their reception year, most have exceeded the learning goals. In the national tests of 2004 for seven year olds, pupils' results compared favourably with the national picture. Performance in mathematics was stronger than in reading and writing. In 2004 the Year 6 pupils attained standards that were well above average. This year standards are not as high. In discussion, some more able pupils say that they find their work too easy. Observations in lessons and a scrutiny of their work confirm that this is the case, showing that these pupils are not always provided with sufficient challenge and consequently do not always progress as well as they might. The best progress is made by those with learning

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Grade: 3

2 Inspection Report: Overstone Combined School, 11 October 2005 to 12 October 2005 difficulties. This is because their needs are carefully assessed and they are taught effectively so that they meet the goals set out in their individual education plans.

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Grade: 1

Personal development and well-being is outstanding. The school is a highly orderly and hardworking community. Pupils have a very good understanding of how to stay safe, and lead healthy lifestyles because they are provided with a comprehensive personal, social and health education programme and extra-curricular sports clubs. The pupils' spiritual, moral, social, and cultural development is very good. Spiritual development is promoted well in assemblies and appropriately emphasised in lessons and across the curriculum. Their social development is outstanding because pupils show great respect for the feelings and beliefs of others, and have an extremely clear sense of right and wrong. Pupils have a good understanding of different cultural traditions.Pupils' attitudes and behaviour are excellent. Attendance is very good. Pupils' relationships with each other and staff are extremely good, reflecting the strong

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Grade: 1

emphasis which the school places on their personal development. They play happily together and say that instances of bullying or aggressive behaviour are very rare. Pupils make good use of their social skills in their day-to-day lives and this provides a good platform for continued progress when pupils move to their secondary schools. Pupils are very good at using their initiative, acting as 'buddies' to befriend others at playtime and running a school shop. They behave responsibly and without any need for direct supervision. They also have very good links with the senior citizens in the village for whom they organise an annual tea party.

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Grade: 3

The school's view that the quality of teaching is good is not borne out by inspection evidence. Teaching is good in the Foundation Stage and satisfactory in Years 1 to 6. Teachers in the reception and nursery classes are skilled at monitoring pupils' progress and matching work to their needs. In addition, they cover the curriculum thoroughly and help children to work independently. This gives them a positive start to their education.Some teaching in Years 1 to 6 is good because teachers build on their excellent relationships with pupils to create a good climate for learning. They provide a variety of activities that capture pupils' interest and enthusiasm and help them to sustain their concentration. Lessons generally are planned appropriately and build on what pupils have learnt before. Teachers make the best of the pupils' really positive attitudes and behaviour so pupils work conscientiously and try their best. Social skills

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Grade: 3

are enhanced in group work that also helps pupils to learn from one another. Pupils with learning difficulties contribute effectively during lessons and learn well because skilled support staff provide them with good quality assistance.Arrangements for checking on pupils' rates of progress are satisfactory. However, recent monitoring of 3 Inspection Report: Overstone Combined School, 11 October 2005 to 12 October 2005 the quality of teaching and inspection evidence confirms that not all teachers are using information about pupils' progress gained from assessments effectively enough. This means tasks do not always challenge and extend the more able pupils, and when this happens they do not make the progress they should. The school is aware of this and is taking steps to improve the situation, but the impact is not yet showing.

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Grade: 2

The curriculum is good and has some outstanding elements. In English and mathematics pupils are grouped and taught according to their ability enabling them to make satisfactory progress. In other subjects, learning is planned within a two or three year cycle of activities. This means that the curriculum is effectively organised to ensure that pupils do not repeat their work in mixed aged classes. The curriculum for the youngest pupils is good and provides a secure platform for future learning.The curriculum for pupils with special educational needs is good. There are clear individual education plans which are monitored closely and set out precisely what pupils need to achieve. Themed events enrich pupils' learning wonderfully. For instance, a Roald Dahl day brought his books to life as the children dressed up as different characters.A broad range of out-of-class activities such as choir, orchestra, computer club and

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Grade: 2

sports sessions attract many pupils and make a strong contribution to their learning and enjoyment. A well planned programme of visits and visitors adds extra enjoyment to pupils' learning. Good provision, in the form of free fruit, free access to water and visits to 'Hazard Alley', ensures that pupils know how to keep healthy and safe. An effective personal, social and health education programme helps pupils to grow in confidence and understand that they have a useful contribution to make to the community.

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Grade: 2

The school's care, guidance and support for pupils are good. Very secure arrangements for child protection and care for all pupils ensures that all adults are aware of the needs of vulnerable children. Exceptional measures are taken to care for these pupils. For example, pupils with learning difficulties know that 'we get all the help we need'. Regular opportunities are planned for parents and teachers to meet and reports are clearly written and helpful. All pupils have been integrated fully into the life of the school. They are given high quality help in class and their welfare is closely observed. However, a small number of teachers do not set sufficiently ambitious targets for their pupils to achieve. A communication book for teachers and lunchtime supervisors has been very effective in enabling all staff to keep each other informed about the emotional and behavioural needs of individual pupils. The school has very good

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Grade: 2

arrangements to support pupils starting full time education and to ease their transfer to local secondary schools. 4 Inspection Report: Overstone Combined School, 11 October 2005 to 12 October 2005

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Grade: 3

Leadership and management of the school are satisfactory. The leadership of the headteacher is good because she has provided the school with a clear sense of purpose. The school environment is one in which everyone feels cared for and appreciated. As a result, pupils become confident and responsible young people. Teachers are keen to develop their professional skills. Some have had the opportunity to work with consultants to enhance their practice and this is proving beneficial. The school's new deputy head shares the headteacher's vision and drive to raise standards for all pupils. The effectiveness of the school's systems for checking how well it is doing and what it needs to do to improve are satisfactory. Staff work together to implement changes, but some subject coordinators are not yet fully effective. They are determined to improve their skills and raise standards further through training and professional

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Grade: 3

development.The views of all members of the school community are welcomed. All are becoming aware of the need to raise standards further and are working hard to provide pupils with the best opportunities. Governors make good use of their professional expertise to hold the school to account and fulfil their responsibilities in a very effective way. Their working knowledge of the school stems from their own very honest programme of self evaluation and careful monitoring of the school. Financial management is effective. Governors are prudent in their spending. They find ways of raising additional funds and also use their expertise to enhance resources and provision for the pupils. There is a rolling programme of building and refurbishment and plans to install interactive whiteboards in all classrooms. 5 Inspection Report: Overstone Combined School, 11 October 2005 to 12 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: Overstone Combined School, 11 October 2005 to 12 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 2 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 1 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 1 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 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 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 all for being so kind, polite and helpful on our recent visit. Your school does some things really well. We think that your behaviour is excellent and we know how much you enjoy your lessons. You are all extremely good at attending school regularly and you are very friendly towards each other and your teachers. All adults in the school are good at helping you to be safe and healthy and take good care of you. You have good, interesting things to do. This is what we have asked the school to do:* set each of you clear targets so that you know what you need to do to do well* make sure that your work in lessons is challenging enough to make each of you think hard and learn new things* help teachers who are in charge of a subject to understand how well you are doing and how you might do even better; this will help everyone to understand what the school does well and what it needs to do to get even better.We are

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Text from letter to pupils explaining the findings of the inspection

sorry that we missed your Harvest Festival but we are sure that everyone will have enjoyed it. Yours sincerely Mrs Barbara Atcheson, Lead Inspector

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