Oldfield Primary School

Inspection Report Oldfield Primary School

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111230 Unique Reference Number Cheshire LEA 278630 Inspection number 26 September 2005 to 27 September 2005 Inspection dates Mrs Lesley Traves 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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Green Lane School address Primary Type of school Vicars Cross Community School category Chester, Cheshire CH3 5LB 4 to 11 Age range of pupils 01244 341772 Telephone number Mixed Gender of pupils 01244 321919 Fax number 205 Number on roll Mr M Spooner Chair of governors The governing body Appropriate authority Mr P Choi Headteacher 3 July 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278630 26 September 2005 - 4 to 11 27 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

Oldfield is an average sized primary school, which takes pupils from the mainly owner-occupied housing around the school. A small but growing number come from further afield. Although socio-economic circumstances are mixed, for the majority they are favourable. Most pupils are of white, British heritage. A small number are from other ethnic backgrounds and one or two speak another language in addition to English. On entering reception, the majority of pupils have skills, which are just above average, although this varies from year to year, with language skills sometimes being a weaker area for a significant minority. The number of pupils with learning difficulties or disabilities, including statements of special educational needs, is broadly average. A below average number have free school meals. A new headteacher was appointed in January 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Oldfield Primary School, 26 September 2005 to 27 September 2005

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Grade: 3

This is a satisfactory school with some good features. It is improving rapidly under the leadership and management of the new headteacher. However, there is still some way to go to raise standards for pupils in Key Stage 1. In a short time, the headteacher's dynamic leadership has led to improvements that have been warmly welcomed by the school community. Parents, staff, pupils and governors hold him in very high regard. Pupils enjoy school very much indeed; their behaviour is outstanding and this, coupled with the care and support they receive, has a significant impact on their personal development and learning. They relate very positively to each other and to the adults who work with them. The youngest pupils make a steady start and leave reception with a secure base on which to build. However, standards at the end of Year 2 are not as high as they should be. Good quality teaching at Key Stage 2 ensures that pupils

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Grade: 3

make up lost ground rapidly and by Year 6; they usually reach standards that are above average. Until recently, progress in addressing the issues from the last inspection had stalled. However, since the beginning of this year, the leadership and management of the school have tackled these recommendations with vigour. Improvements in teaching and learning in Years 1 and 2 are already starting to be seen. For the most part, the schools own evaluation of its work is accurate. Senior managers, key staff and governors are working well together to drive up standards. There is very good capacity for further improvement. The school gives satisfactory value for money.

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What the school should do to improve further

Focus on: • Raising standards at Key Stage 1; • Improving the procedures for assessing pupils' progress and ensuring that teachers make better use of assessments to plan what pupils should learn next; • Developing the skills of middle managers in checking the work of the school to bring about improvement.

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Grade: 3

Pupils' achievement is satisfactory. The majority have skills that are just above average when they start school. In recent years, communication skills have been a weaker area for a small but significant number. In the reception class, pupils make steady progress and reach the goals set for pupils of this age. They make very good progress in their personal development. In Key Stage 1, progress dips. Pupils do not build on their firm start as well as they should and by the end of Year 2, standards are not high enough. Over the last two years, results of the national tests for 7 year olds show that whilst most pupils reach average levels in reading and writing, too many only just scrape over the crossbar and too few reach higher levels. In mathematics, although more pupils 2 Inspection Report: Oldfield Primary School, 26 September 2005 to 27 September 2005 reach average levels, again, too few do better than this. The school has now firmly

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Grade: 3

grasped this issue and put a good range of measures in place to address the weaknesses. Early indications show that good teaching and a stronger curriculum are starting to have an impact. In Key Stage 2, pupils catch up quickly. They achieve well and by the time they leave the school, their standards are usually above the national average. They meet the appropriately challenging targets set for them. There was a dip in the 2005 test results because the profile of the group was not as strong as in previous years. However, most pupils made significant progress in relation to their Key Stage 1 test results. The school is beginning to track pupils' progress more effectively and this is a positive step forward. As yet, the new systems are not fully embedded and the impact cannot therefore be judged.

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Grade: 2

Pupils really enjoy coming to school and have very positive attitudes towards learning. Behaviour is outstanding and contributes strongly to the overall progress pupils make. The very good relationships that exist between pupils and staff and amongst the pupils themselves ensure that they are happy and confident. As they get older, pupils develop a mature sense of responsibility and are keen to serve the community. For example, older pupils willingly carry out duties such as supporting younger pupils at lunchtimes as well as promoting environmental and safety issues. The school strongly encourages pupils to think carefully about healthy eating and exercise. As a result, pupils have a good understanding of healthy lifestyles and most are able to make informed choices for example, about the food they eat. The pupils' spiritual, moral, social and cultural development is promoted well. Their self-esteem is nurtured effectively and they show respect and care for others. However,

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Grade: 2

more could be done to teach pupils about life in a diverse multicultural society. Pupils' good attendance and punctuality and their ability to collaborate well with others are good starting points for future success in the workplace.

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Grade: 3

Teaching and learning are satisfactory. This reflects the overall progress pupils make. In the past, teaching in Years 1 and 2 has not enabled all pupils to achieve as well as they should. Their progress has not always been assessed accurately nor has work been matched well enough to meet their needs and enable them to build effectively on previous learning. Improvements have been brought about very recently through changes in staffing arrangements and a stronger emphasis on the systematic teaching of the basic skills of reading and writing. Good quality teaching is now leading to rapid progress for pupils in Years 1 and 2. Staff work well as a team to share good practice. 3 Inspection Report: Oldfield Primary School, 26 September 2005 to 27 September 2005 Challenging work is set for the more able pupils, and those who find learning more difficult are well supported. Effective use is made of teaching assistants to support

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Grade: 3

learning, particularly in literacy and for those with learning difficulties and disabilities. They have a good impact on pupils' progress throughout the school. Pupils make the best progress through Years 3 to 6 because most teaching here is good. Lessons are well planned to ensure that pupils are appropriately stretched and supported. As a result, they develop as confident, independent learners who relish a challenge. Most teachers make lessons interesting and are skilled at drawing out what pupils already know and building on this, for example through asking probing questions to push them further. Throughout the school, teachers have high expectations of pupils' work and behaviour. Pupils respond by working hard and behaving very well indeed. As a result, lessons progress uninterrupted and learning time is maximised. Where teaching is less successful, the pace is slow and tasks lack interest.

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Grade: 3

The curriculum is satisfactory, with some good features. It is planned appropriately to meet the needs and interests of all pupils. The curriculum for the youngest pupils provides adequate opportunities in all areas of learning, both indoor and outside. Deficiencies in the provision for reading and writing for pupils in Years 1 and 2 have recently been addressed so they are now able to develop these skills systematically. Pupils with learning difficulties and disabilities are well provided for; they are enabled to take full part in lessons and other activities. A good range of activities is on offer outside lessons. Pupils report that they thoroughly enjoy taking part in these. They also love the improved ICT provision and this is having a good impact on learning in many subjects. Provision for personal, social, health and citizenship education is very good and has a demonstrable impact on pupils' personal development, including their

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Grade: 3

understanding of how to stay safe and healthy.

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Grade: 2

The school takes good care of its pupils. Staff know them well and pay good attention to their health, safety and welfare. They ensure that pupils feel safe and secure. Pupils report that there is always someone to talk to if they have a problem. They feel valued because they are praised and rewarded for their achievements. Pupils with learning difficulties and disabilities are well supported. They have clearly defined, achievable targets that enable them to build effectively on what has gone before. Teaching and support staff are sensitive to their needs and meet them well. Child protection and health and safety procedures are firmly in place. The school strongly promotes the health and well-being of the pupils, by providing them with good opportunities for physical exercise, such as constructive playtime and lunchtime activities. Pupils are not supported as well as they could be in understanding their own learning needs, for

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Grade: 2

example, targets for improvement are not always shared with them consistently and effectively. 4 Inspection Report: Oldfield Primary School, 26 September 2005 to 27 September 2005

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Grade: 3

The leadership and management of the school are satisfactory. The leadership of the new headteacher is very good. He has won the respect of the whole school community in a very short time and all share his vision for the future. The head and deputy have formed a strong and effective team who are working together skilfully to move the school forward. Parents and pupils say they are particularly pleased with the improved school environment and the range of learning opportunities on offer. Staff morale is high and governors say their enthusiasm for the task has been renewed. The leadership and management recognise that there are still weaknesses to be addressed. Although many new systems and procedures for checking on the work of the school have been put into place, these are at the very early stages of development and consequently their impact is yet to be seen. For example, the recently introduced procedures for monitoring pupils' progress need further development. The school's

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Grade: 3

evaluation of its own performance is a fair reflection and the right priorities for improvement have been identified. Much of the work of ensuring developments happen and practice improves is currently the responsibility of senior managers. The skills of middle managers need further development to enable them to play a more effective role in school improvement. The governors are supportive and knowledgeable. They understand the strengths and weaknesses of the school well. Governors use their individual expertise to best effect, for example in managing a challenging budget. They are closely involved in shaping the direction of the school and are working effectively with senior managers in the drive towards improvement. 5 Inspection Report: Oldfield Primary School, 26 September 2005 to 27 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: Oldfield Primary School, 26 September 2005 to 27 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 3 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 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 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 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 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

N/A As you know, two inspectors recently visited your school to find out how well your teachers are helping you to learn and to enjoy school. Thank you for being so polite and talking to the inspectors. It was really interesting to hear what you had to say about your school and what you like most about it. The things we think are very good about your school are: - Your outstanding behaviour and very good manners. - How well you all get on with each other. - The way that you work so hard and enjoy all the activities provided for you. - The way you understand how important it is to be healthy and stay safe. - The way all the adults in school take care of you. - The improvements your headteacher and deputy head are making. We have asked your teachers to improve some things: - We would like teachers to help the pupils in Years 1 and 2 to make better progress. - We would like teachers to keep a better check on how well you are learning.

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Text from letter to pupils explaining the findings of the inspection

- We would like other staff to share some of the work done by the head and deputy to make the school better. Thank you for helping us with the inspection. We hope you will continue to enjoy learning at Oldfield. Most of all, we hope that you will help your teachers to make the school even better.

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