Dee Point Primary School

Inspection Report Dee Point Primary School

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111218 Unique Reference Number Cheshire LEA 278623 Inspection number 29 March 2006 to 30 March 2006 Inspection dates Mr Paul Bamber CfBT Lead Inspector Reporting inspector

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

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Blacon Point Road School address Primary Type of school Blacon Community School category Chester, Cheshire CH1 5NF 3 to 11 Age range of pupils 01244 373072 Telephone number Mixed Gender of pupils 01244 372057 Fax number 205 Number on roll Ms T Coathupe Chair of governors The governing body Appropriate authority Mr Dave Williams Headteacher 31 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278623 29 March 2006 - 3 to 11 30 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 an average sized school. Its roll has declined from 431 to 205 in the six years since it was last inspected. The vast majority of children are of white British heritage. A very small number speak English as an additional language. The socio-economic deprivation of the school's catchment area is twice the national average and a high proportion of children is entitled to a free school meal. There is above average mobility and a higher than average proportion of looked after children. The proportion of children with statements of special educational need is nearly three times the national average because the school has a facility for 24 children with moderate learning difficulties.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Dee Point Primary School, 29 March 2006 to 30 March 2006

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Grade: 4

In accordance with Section 13 (3) of the Education Act 2005, HMCI is of the opinion that the school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a Notice to Improve. Significant improvement is required in relation to children's achievement and standards, in the quality of teaching and learning and the leadership of subjects. The school is currently ineffective and does not offer value for money. Standards are not high enough in writing throughout the school and in mathematics in Key Stage 2. More-able children underachieve, but vulnerable children achieve satisfactorily because they are well supported. Quality and standards in the Foundation Stage are satisfactory. The quality of teaching and learning is inadequate overall. Teachers' expectations are too low and there is a lack of rigorous planning and

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Grade: 4

assessment which contribute significantly to children's underachievement. The curriculum is satisfactory, enriched by a range of activities outside the classroom, but with weaknesses in the way it promotes children's basic skills. Children behave satisfactorily and they generally have positive attitudes to school. They know what represents a healthy lifestyle and how to stay safe. Children are well cared for, particularly the most vulnerable. However systems to ensure that children make good progress have not been in place long enough to impact on raising achievement. The school is well led by a dynamic headteacher who has only been in post for five terms and is having a positive impact on raising performance. The very newly appointed deputy headteacher and the governing body are supportive of his aims. However, weaknesses in subject co-ordination mean that the overall quality of leadership and management is only satisfactory. The headteacher is clear about the significant

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Grade: 4

weaknesses that exist and self-evaluation is satisfactory overall, despite some rather over optimistic assessment of the school's overall effectiveness and of the quality of teaching and learning. Until recently, several personnel problems have meant that the school has not been in a position to improve sufficiently. These have now largely been resolved and, despite unsatisfactory improvement since the last inspection, the school is now in a position to move on and improve.

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What the school should do to improve further

• Improve standards and achievement in writing and for more-able children throughout the school. • Improve standards and achievement in mathematics in Key Stage 2. • Improve teachers' planning and assessment and raise their expectations of the quality and quantity of work that children produce. • Make sure curriculum leaders analyse standards and the quality of teaching and learning in their subjects in order to raise achievement. 2 Inspection Report: Dee Point Primary School, 29 March 2006 to 30 March 2006

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Grade: 4

Achievement and standards across the school as a whole are too low. The school's own view that achievement is satisfactory overall is based on satisfactory achievement in Foundation Stage and in Key Stage 1. However, this underplays the significant underachievement in Key Stage 2 and of more-able children. Most children enter the Nursery with standards well below expectations for children of that age. They make satisfactory progress in the Foundation Stage. Nevertheless many enter Year 1 not reaching the goals set nationally for them, especially in reading, writing and number. Children's achievement continues to be satisfactory in Years 1 and 2, apart from in writing, which is a weakness despite recent improvements. The proportion of children reaching average levels in tests in reading, writing and mathematics at the end of Year 2 increased in 2005, but few were above average. In Key Stage 2 achievement is

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Grade: 4

unsatisfactory. Standards have been low over the last five years, despite a gradual improvement. Standards in reading are broadly average and in 2005 there was a good improvement in the proportion of Year 6 children attaining the above average level. This looks set to continue this year. Only one fifth of children in Year 6 reached the average level in writing in the 2005 national tests. As a result of effective intervention this proportion is likely to treble this year and be broadly average, although more-able children are still underachieving. Standards in mathematics are well below average throughout Key Stage 2. Standards in science improved well in 2005 but are forecast to be less good this year. In recent years children's performance in the national tests has fallen well short of the school's targets and this year, although it is likely that targets in reading and writing will be broadly met, they will not in mathematics. Children

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Grade: 4

with learning difficulties and/or disabilities and those otherwise vulnerable children achieve satisfactorily because of good support and effective assessment of their needs, something lacking for many other children.

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Grade: 3

Children's personal development is satisfactory. Attendance is broadly in line with the national average. Behaviour has improved in the past year and is now satisfactory. A strong anti-bullying policy has led to better relationships. Children say that playtimes are more agreeable than they used to be, but they express concerns about some behaviour in lessons. Most children are happy to come to school, describing it as 'friendly, safe and enjoyable'. However, children also feel that teachers could make lessons more fun. Spiritual, social, moral and cultural development is satisfactory. Children show respect for others and work co-operatively in groups when given the opportunity. Children know how different cultures celebrate their beliefs and understand the heritage of their local area. They are aware of Christian values and the impact of their actions on others. Children gain a good understanding of the importance

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Grade: 3

of a healthy lifestyle and how to keep themselves safe. They accept the responsibilities of being school counsellors and playground buddies. They enjoy performing with the choir and band. Although they gain some of the life skills they will need for the future, 3 Inspection Report: Dee Point Primary School, 29 March 2006 to 30 March 2006 their literacy, numeracy and information and communication technology (ICT) skills are underdeveloped. This means they are not sufficiently prepared to meet the challenges of the next phase of their education.

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Grade: 4

The overall quality of teaching and learning is inadequate. The school has a more optimistic view based on recent improvements, but acknowledge weaknesses exist in Key Stage 2 and in the teaching for more-able children. In the Foundation Stage, most children are taught satisfactorily enabling them to make expected progress. However, planning and assessment are not sufficiently rigorous to effectively cater for the needs of more-able children. In Key Stage 1, there is a similar picture. In Key Stage 2, there is some inadequate teaching and many lessons where strengths just outweigh the weaknesses, although teaching is good in Year 5. In general, teachers' expectations of the quality and quantity of children's work are too low. This applies particularly to children of average ability and even more so to the more-able, where tasks set for them are not challenging enough. Too many teachers fail to assess exactly where

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Grade: 4

children are in their learning and so are in a poor position to set tasks that sufficiently meet children's needs. Marking is often exclusively congratulatory rather than helping the children to improve. However, as a result of the training and advice teachers have had from the headteacher and the local authority, there have been improvements in the teaching of writing over the last year. The support provided for vulnerable children, including those with learning difficulties and/or disabilities, is largely effective and plays a significant part in these children's satisfactory achievements.

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Grade: 3

The curriculum is satisfactory overall and meets statutory requirements. Children with learning difficulties and/or disabilities are well supported, but curricular planning does not cater well enough for more-able children. Teachers' plans are firmly rooted in National Curriculum guidance, but lack creativity. For example, children are not encouraged to apply their basic skills in other subjects enough. The provision for personal, social, health education and citizenship has recently improved and is now good. There is greater focus on raising children's self esteem and encouraging them to take responsibility for their own learning. Children are competently taught what constitutes a healthy lifestyle and how to avoid potentially dangerous situations. There is a satisfactory programme of visits and visitors to school which add variety and richness to learning. Children have enjoyed Theme Weeks that focus on art or physical

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Grade: 3

education. After school clubs for art, games, ICT and music are popular and enrich children's experiences. 4 Inspection Report: Dee Point Primary School, 29 March 2006 to 30 March 2006

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Grade: 3

Care, guidance and support are satisfactory overall. The quality of care has improved since the headteacher's appointment and is now good. Parents view the school as a place where children are listened to and valued. Many compliment the school because of the way bullying has been tackled and comment that 'children's attitudes and behaviour have improved'. Children say that school is a safe and healthy school where they are well looked after. Systems to ensure children's safety and their well-being are robust and child protection procedures are in place. Support for the most vulnerable children is well managed and their particular needs are dealt with very sensitively, helping them to achieve in their work. Use of assessment data to track children's progress and set targets for them is in the early stages of development and consequently is not yet having enough impact on improving standards and achievement.

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Grade: 3

The quality of leadership and management is satisfactory. The recently appointed headteacher has brought about many improvements in a short time. He has faced difficult personnel problems and a certain resistance to change. His dynamism, determination and vision have guided the school through this difficult period. Together with a very recently created, committed leadership team, including a very new deputy headteacher, the headteacher has put the school in a position where it is capable of improvement. Tough decisions have been made that have laid the foundations for better quality teaching and learning and higher achievement. The supportive governing body has backed the headteacher fully in driving change and barriers to improvement have now been substantially removed. There are still weaknesses in curriculum leadership. This is because subject co-ordinators are insufficiently involved in ensuring

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Grade: 3

good performance. Much of this has been due to a lack of training at this level of management. The headteacher has ensured that training linked to key areas for improvement, for example, writing has been provided. Clear evidence of recent improvements exist in the more positive links with parents, the calmer atmosphere, better behaviour, warmer relationships and in the productive links forged with the local authority and the community. These have all contributed significantly to children's better personal development, well-being, curriculum and care. Rigorous systems to monitor and evaluate children's and staff's performance are in place, but are too new to have had the required impact upon improving achievement and teaching and learning. Overall, the school's improvement since the last inspection has been inadequate, but the recent changes have resulted in some demonstrable improvements in provision and signal the school's capacity to improve further.

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Grade: 3

5 Inspection Report: Dee Point Primary School, 29 March 2006 to 30 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: Dee Point Primary School, 29 March 2006 to 30 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 3 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 No Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 4 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 4 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 3 The behaviour of learners NA 3 The attendance of learners NA 3 How well learners enjoy their education NA 3 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 3 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 4 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

Thank you for making us so welcome during the day we spent in your school. We really appreciated the way in which you chatted to us and let us know so many interesting things about your school. We would like to share with you those things we thought were really good about your school and those things we felt it could do quite a lot better. What we liked most about your school: - most of you seem to enjoy school, especially clubs and residential visits - you are well cared for, especially those of you who need extra help or support - your headteacher knows exactly what needs improving and how to do it. There are some things that we feel would make it better: - you need help to improve your writing, and, for those of you in Key Stage 2, your mathematics - many of you who find your work a bit easy should be given harder work to do - some teachers need to plan your work better so that you can make more progress

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Text from letter to pupils explaining the findings of the inspection

- teachers should mark and assess your work more thoroughly and give you more information on how to improve it - some teachers in charge of subjects could help you to achieve better. Thank you for helping us with the inspection of your school. We hope that you continue to really enjoy school and do very well with your work and carry on trying really hard.

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