Manea Community Primary School

Inspection Report Manea Community Primary School

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110638 Unique Reference Number CAMBRIDGESHIRE LEA LEA 278475 Inspection number 2 March 2006 to 3 March 2006 Inspection dates Mrs. Nichola Perry LI Reporting inspector

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

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Station Road School address Primary Type of school PE15 0HA Community School category 4 to 11 Age range of pupils 01354 680293 Telephone number Mixed Gender of pupils 01354 680293 Fax number 144 Number on roll Mr.Barry Cundell Chair of governors The governing body Appropriate authority Mrs. Pamela Longridge Headteacher 12 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278475 2 March 2006 - 4 to 11 3 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 two Additional Inspectors.

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Description of the school

This is a smaller than average school. It is popular and oversubscribed with some pupils attending from out of the area. Nearly all pupils are of white British descent and all use English as their first language. The rate of mobility is high and the number of pupils with learning disabilities, whilst variable, is broadly average overall. Attainment on entry is below average, particularly in pupils' language skills.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 March 2006

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Grade: 3

The school considers its overall effectiveness as good. Inspection evidence shows that the school provides a satisfactory education, with many strong and developing features. It provides satisfactory value for money. Pupils make good progress in Year R/1 and achieve broadly average standards, except in language development. Pupils make satisfactory progress through Key Stage 1 and results at the end of Year 2 are average. Progress in Years 3 to 6 is satisfactory with broadly average standards over the last four years. Standards in mathematics and science dipped significantly in 2005, particularly science, due to high mobility and issues with basic literacy skills. A smaller proportion of pupils than expected achieve the higher levels in Years 2 and 6. The progress of pupils with learning difficulties is satisfactory. Teaching is satisfactory overall. There is consistently good teaching in Year R/1 and in Years 5/6. The school

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Grade: 3

needs to ensure that the best practice is shared across all age groups. Subjects are well led and there is very good tracking of pupils' progress and curriculum experiences leading to good planning in all subjects. Pupils are well cared for and happy in school. Behaviour is good and pupils have many opportunities to take responsibility and make positive contributions to the school; for example, through the re-established school council and supporting midday supervisors managing the dining hall. The school maintains good partnership with parents whose views are mainly positive. Leadership and management are good overall. The headteacher provides good leadership despite having to bear the weight of leadership and management of the school alone for several years. The newly appointed deputy headteacher, a leading literacy teacher, and the very good skills of the Year R/1 teacher, a leading Foundation Stage teacher,

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Grade: 3

now provide a strong team to assist her. This is helping the school to become increasingly effective in evaluating its performance. The current governing body has improved significantly since the last inspection and is now good. There has been satisfactory improvement since the last inspection, although some aspects show good improvement, and the school is well placed for further and rapid improvement.

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What the school should do to improve further

- Continue to raise standards in Year 2 and Year 6 especially for pupils capable of achieving higher levels in end of year tests. - Bring the quality of teaching up to that of the best by ensuring that the best practice is shared across all year groups. - Raise standards in science across the school.

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Grade: 3

Pupils' achievement is satisfactory from a low starting point on admission. The Year R/1 class achieve well and many meet nationally expected goals, except in language development. They are well prepared for future learning. Overall performance in Year 2 is average, although better in reading and writing than in mathematics. End of year tests show a steady increase over the past three years, although too few pupils achieve 2 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 March 2006 higher levels. Achievement in Years 3 to 6 is satisfactory, with broadly average standards reached by the end of Year 6. However, not enough pupils are achieving higher levels. The 2005 test results dipped significantly, following a previous steady trend, specifically in mathematics and science. Standards in science are currently below average. Detailed analysis has shown that issues with comprehension, linked to a lack of understanding

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Grade: 3

of questions, are mainly to blame for this, alongside very high pupil mobility, the learning difficulties of some pupils and the loss of the Year 6 teacher mid-year. Pupils in the current Years 2 and 6 are now being appropriately challenged and should achieve targets set. Effective strategies are in place to raise pupils' levels of comprehension. Detailed analysis has identified specific areas for development, for example, science topics are now being used as a focus for teaching across the curriculum, including use of ICT. This ensures that the science curriculum is now fully covered and necessary language issues are addressed. Pupils with learning difficulties achieve satisfactorily because they are well supported and given work of an appropriate level.

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Grade: 2

Pupils' personal development and well-being are good. Pupils describe their school as 'one big, happy family' in which they all work together. They feel safe and are able to approach any adults. Pupils are taught to be safe through lessons in personal, social and health education and in other lessons; for example, by using the Internet safely in ICT. They are encouraged to lead healthy life styles through participation in physical education and an awareness of healthy eating choices. Staff promote pupils' spiritual, moral, social and cultural development through assemblies, religious education and art. This is satisfactory but needs to be further developed through other subjects. There is appropriate focus on increasing cultural diversity awareness. Behaviour is good. Attitudes to learning of a minority are poor but staff work hard to motivate and support them. Attendance has steadily improved and is now average. Pupils with

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Grade: 2

learning difficulties are well supported and make satisfactory and sometimes good progress. Youngest pupils are confident in classroom routines and expectations; for example, when tidying away quickly and efficiently following an activity. Pupils are able to influence what happens in the school through the school council. They are encouraged to participate in their local community by taking part in the annual village gala, and they also help to make decisions about which charities to support. The satisfactory development of basic skills helps to promote their future economic well-being.

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Grade: 3

Teaching and learning are satisfactory overall. There is consistently good teaching in Year R /1 and in Year 5/6 since the new deputy headteacher's arrival. Teachers and support staff form good relationships with pupils, most of whom are confident and 3 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 March 2006 keen to learn. There is strong focus on improving pupils' learning. Senior staff have already implemented improvements in the teaching of guided reading and introduced more focused cross-curricular teaching. This is now addressing gaps in pupils' prior learning of basic skills, with some evidence of improvement, particularly in the current Year 2 in both reading and writing. Most teachers have high expectations of pupils' behaviour and response, which is reflected in improved listening and concentration. However, some teachers are inconsistent in managing behaviour, which slows the pace

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Grade: 3

of learning for others. The school caters well for pupils with learning difficulties. Planning is good and ensures pupils receive appropriate support. Additional focused sessions are being used effectively to raise standards. Teachers use good systems for measuring and tracking pupils' progress, which is continuing to improve with the introduction of a whole school tracking system. This information is being used well to identify more able pupils as they leave Year R, as well as pupils or groups who are underachieving.

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Grade: 2

Pupils enjoy a very well planned curriculum that is enriched by a good range of additional activities, including clubs for PE, music, Spanish, choir and revision. Pupils also benefit from increased time and specialist teaching in PE. Staff analyse pupils' needs in different year groups and plan learning accordingly. Links between subjects are maximised to make learning more relevant and enjoyable; for instance, in a project for Year 5/6 pupils which involved investigating ingredients for a breakfast cereal. This project also involved art, ICT, and literacy. A system has been introduced to track pupils' curriculum experiences and this is an example of very good practice. There has been satisfactory progress since the last inspection in improving opportunities to learn ICT skills. The recent purchase of additional laptop computers has contributed strongly to improvement and the school is now poised to make further progress. Work is well

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Grade: 2

displayed throughout the school and art is a clear strength.

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Grade: 2

Care, guidance and support for pupils are good. Staff know their pupils well and pick up on any worries they might have. Pupils are also encouraged to care for each other and be sympathetic to each other's feelings. Vulnerable pupils are closely monitored with good advice from external agencies when required. Child protection procedures are comprehensive and rigorous, including checks made for all staff appointments. The school has a 'Health Promoting School' status, and is continuing to develop its work encouraging pupils to adopt healthy lifestyles by prioritising the social and emotional aspects of pupils' learning. All pupils have targets for improvement and most are clear that they have a mixture of class, group or individual targets for improvement. Parents are pleased with the care and guidance their children receive. 4 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 March 2006

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Grade: 2

The school is led and managed well. The headteacher provides strong leadership. She is supported by an effective and able governing body and a newly established leadership team. This means that the school is well placed to build on the progress since the last inspection. The school increasingly evaluates its performance through methods such as its pupil tracking systems and its cycle of development planning. It rigorously monitors its work and effectively analyses the pupils' progress and achievement. All development initiatives are incorporated into an effective improvement plan, including time scales and costings. Pupil tracking information is used well in planning work, ensuring that whatever class children are in, they receive their entitlement to the full range of curriculum experiences. It also ensures that gaps in pupils' knowledge are addressed. Pupils from all backgrounds, including those with learning difficulties, are

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Grade: 2

welcomed and effectively integrated into the school and treated as equals. School management pays attention to the views of parents and pupils; for example, by responding to the recent request for more trips and visitors. External professionals are used effectively to support school improvement and the school is part of a national strategy network which focuses on writing for more able pupils. Good links with the local sports college and key members of the community enhances pupils' learning very well. Subject leaders have good action plans for developing practice and the school appropriately sets itself targets to achieve nationally accredited standards; for example, in ICT. There now needs to be further development of the established monitoring systems, so that all subject leaders have more opportunities to check on the quality of teaching in their subjects. 5 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 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. 6 Inspection Report: Manea Community Primary School, 2 March 2006 to 3 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 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 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 3 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 3 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 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 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 welcoming us to your school and helping us find out about it. We enjoyed our time with you. This letter is to tell you about some of the most important things we saw. These are some of the best things. - You enjoy coming to school, are proud of your school and most of you behave well. This means that you can learn well and make lots of friends. - Your parents are pleased with your school. - Your teachers try to make your lessons interesting and fun. - As well as your lessons, your school gives you plenty of clubs and other activities, and you enjoy taking part in these. - The adults care about each of you and make sure they listen to how you feel about school. - Mrs Longridge works with your teachers and the governors to make sure that your school keeps on improving. These are the things that can be made even better. - We want your teachers to help more of you to achieve higher levels in Years 2 and 6 and we think

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Text from letter to pupils explaining the findings of the inspection

you can work really hard and do this. - Some of the lessons we saw were good and we want your school to make sure that every lesson is as good as these. Keep enjoying all your school offers you.

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