Clifton Primary School

Inspection Report Clifton Primary School

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112178 Unique Reference Number Cumbria LEA 278871 Inspection number 23 May 2006 to 24 May 2006 Inspection dates Mr Arthur Allison Reporting inspector

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

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Clifton School address Primary Type of school Penrith Community School category Cumbria CA10 2EG 4 to 11 Age range of pupils 01768 242152 Telephone number Mixed Gender of pupils 01768 242152 Fax number 67 Number on roll Mrs Angela Murray Chair of governors The governing body Appropriate authority Mrs Margaret Hartley Headteacher 1 October 1999 Date of previous inspection

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Inspection number Inspection dates Age group 278871 23 May 2006 - 4 to 11 24 May 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 one Additional Inspector.

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Description of the school

This is a very small primary school serving a mainly rural area. The children are taught in three mixed-age classes, one of which includes all the pupils in Years 4, 5 and 6. Socio-economic circumstances of the area are close to average. However, the percentage of pupils eligible for free school meals is lower than in most schools, as is the percentage of pupils with learning difficulties and/or disabilities. There are no pupils from minority ethnic backgrounds. Attainment on entry to the school fluctuates, from average to, more frequently, below average, with language skills being weakest.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Clifton Primary School, 23 May 2006 to 24 May 2006

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Grade: 2

This is a good and very welcoming school that gives good value for money. Leadership and management are good. The school’s thorough analysis of its effectiveness is accurate. All shortcomings identified in the previous inspection have been tackled successfully, as have other shortcomings identified by the headteacher after taking up her appointment. Led by a charismatic and dynamic headteacher, the school has the capacity to improve further. The overwhelming majority of parents have every confidence in the school. One parent wrote, ‘I cannot speak too highly of the school. It is a wonderful, safe environment for any child.’ The pupils are very friendly and talk enthusiastically about what the school provides. They want to do well and understand why teachers make them work hard. The school is strongly committed to helping all pupils to do their best, drawing on outside expertise and participating in initiatives

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Grade: 2

such as the Primary Leadership Strategy to help in this aim. The school provides good levels of care, guidance and support for all pupils. The pupils’ personal development is good and their behaviour is exemplary. Standards of attainment are broadly average and all groups of pupils, including those with learning difficulties and/or disabilities, are making good progress and achieve well. Provision in the Foundation Stage is good. The children settle quickly into school, make good progress and attain standards close to those expected for their age. Teaching is good, but the school knows that it needs to make further use of information from assessment and to provide additional training for staff to support individual pupils of all abilities who need extra help to raise attainment. The curriculum is good and provides rich experiences for pupils.

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What the school should do to improve further

• Make increased use of information about levels of attainment to address the needs of individual pupils. • Provide training for staff to implement strategies for addressing individual learning needs.

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Grade: 2

Standards of attainment are broadly average and the pupils’ achievement is good. The results of the 2005 national tests for eleven-year-olds in English, mathematics and science show that the pupils made good progress in Years 3 to 6. The school exceeded its challenging targets. Although the children’s skills in language are weak when they start school, pupils in Year 6 in 2005 reached the standards expected for their age in English. Because this is a very small school, the attainment of children starting school varies from year to year from broadly average to well below average. Those who left the 2 Inspection Report: Clifton Primary School, 23 May 2006 to 24 May 2006 Reception class in 2005 made good progress and attained standards that were close to those expected for their age. In 2005, the Key Stage 1 results were broadly average, but better in aspects of English than they were in mathematics, where no pupils attained the higher Level 3. The school

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Grade: 2

has analysed the test results thoroughly and is taking steps to raise standards. The good progress in lessons seen reflects the school’s own view that pupils are achieving well. Pupils with learning difficulties and/or disabilities make similar progress to other pupils because they are identified early and given good help.

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Grade: 2

The personal development and well-being of all pupils is good. Spiritual development is good. The assembly seen during the inspection, including the singing, was a moving and uplifting experience for all. Moral, social and cultural development is also good. Pupils learn about our culturally diverse society, respecting different cultures and beliefs, for example in a good religious education lesson. Pupils enjoy their learning and work hard to meet the targets set for them. Attendance is above average. Pupils’ behaviour is exemplary in and out of the classroom and pupils were adamant that there is no bullying. Pupils have very good relationships with each other and with staff, and this makes a positive contribution to their learning. Pupils willingly take on responsibilities, such as being members of the recently formed school council or as ‘bus buddies’. The school councillors proudly described how they

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Grade: 2

had contributed to making the school a safer place. This supports the smooth running and happy atmosphere of the school. Pupils have a good understanding of the need for a healthy lifestyle. They take plenty of exercise and make healthy eating choices. Most pupils enjoy a school lunch, prepared in the new kitchen. By Year 6, pupils are well prepared for the next stage of their education.

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Grade: 2

Teaching and learning are good. The good teaching is characterised by teachers ensuring all pupils are aware of what they should know or be able to do by the end of the lesson. Teachers have high expectations of work and behaviour, set challenging tasks, work at a good pace and use careful questioning to check on learning. Resources are used effectively, and teaching assistants make a valuable contribution to learning. Pupils rise to the challenge with enthusiasm. In all classes good relationships support pupils who try hard to please their teachers. Pupils set to work promptly on tasks, making good use of the time available, which helps their learning. This was particularly true of a mathematics lesson with the older pupils. 3 Inspection Report: Clifton Primary School, 23 May 2006 to 24 May 2006 The school recognises the need to increase the use of intervention strategies, based on a more rigorous use of assessment of pupils’ needs, to support individual pupils of

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Grade: 2

all abilities who need extra help. Also, the school knows that while teaching assistants make a valuable contribution to pupils’ learning, there is a need to provide more training for all staff before the school can increase its use of intervention. Pupils with learning difficulties and/or disabilities are well supported by teachers and teaching assistants. As a result, they learn as well as others.

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Grade: 2

The curriculum, fulfilling all statutory requirements, is good because of the wide range of worthwhile and interesting activities that enrich pupils’ learning. It meets the needs of all pupils, including those in the Foundation Stage, and enables pupils to make good progress both personally and academically. The extension of the school grounds has been carefully planned to enrich the outdoor education opportunities for all pupils. The school makes good use of visitors to extend pupils’ skills and their knowledge of the world. The school also has links with other schools to provide such activities as the African dance afternoons. The range of out-of-school clubs, well supported by pupils, develops new skills and interests. Planning for the main curriculum is thorough and reflects the school’s determination to raise standards, for example in mathematics. Good provision is made for pupils to learn about personal and health issues. The

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Grade: 2

curriculum is appropriately adapted for pupils with learning difficulties and/or disabilities.

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Grade: 2

The school provides good care, guidance and support for all pupils. Arrangements for the health, safety and security of all pupils are very effective. Child protection systems are appropriate. Risk assessments are in place. Pupils and their parents agree that the school is a safe and happy place to learn. The after school club and other out-of-school clubs are valued by parents and children. Teachers know their pupils well and show high levels of concern and care if they are hurt or upset. Pupils are adamant that there is no bullying; they say they would readily turn to an adult if they were worried or upset. Pupils’ progress is carefully monitored and targets are set. They know what they have to do to improve. Pupils who have learning difficulties or who are gifted or talented are identified early. There are strong links with parents and external agencies to support the good help given in school.

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Grade: 2

Leadership and management are good. The charismatic and dynamic headteacher is very strongly committed to the personal and academic development of all pupils. In this, she has the full backing of the whole staff. The strong emphasis on personal 4 Inspection Report: Clifton Primary School, 23 May 2006 to 24 May 2006 development which clearly underpins learning contributes to the good progress of pupils. The headteacher, well aware of the needs of the pupils, has been instrumental in enriching the school’s provision; for example, by successfully implementing a guided reading programme to raise standards in reading. A recovery programme has been introduced to raise standards in mathematics. With the support of all staff, the headteacher promotes strategies to prepare pupils well for life; for example, through encouraging them to take on responsibilities and to work well in pairs or small groups. The assembly seen emphasised the benefits of being in a team.

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Grade: 2

The school has accurately assessed what needs to be done to raise standards, particularly in mathematics and science, but these plans have yet to have their full effect. The school promotes equal opportunities well and deploys teachers and teaching assistants well to help raise achievement. All shortcomings identified by the previous inspection have been successfully tackled. The school has also tackled other shortcomings identified by the present headteacher, notably the school’s assessment and tracking systems. This illustrates the capacity to improve further. Systems for self-evaluation are well established and take account of the views of parents and pupils. Governors, several of whom are recent appointments, are committed to helping the school and have plans to develop their roles. Governors manage the school’s finances well. 5 Inspection Report: Clifton Primary School, 23 May 2006 to 24 May 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: Clifton Primary School, 23 May 2006 to 24 May 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 2 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 2 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 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 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 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 2 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 The School Council Clifton Primary School Clifton Penrith Cumbria CA10 2EG 25 May 2006 Dear Children I thoroughly enjoyed my visit to your school. I was very impressed by your friendliness, politeness and your excellent behaviour which is why I wore my special tie on the Wednesday. I enjoyed talking to you and seeing you at work in lessons. I can see why you are proud of your school and enjoy attending. You enjoy learning, settle to your work quickly and behave extremely well in class and in the playground. You are very proud to take on responsibilities and, through the school council, put forward suggestions that make the school safer and better. You enjoy taking part in extra activities and your singing in assembly was really lovely. Your teachers and other adults in the school work hard to help you. Your headteacher knows what the school should do to help you do better and the other staff

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Text from letter to pupils explaining the findings of the inspection

fully support her in this. As a result of what I saw and what you said to me, there are two things I have asked the school to do to make it better. Keep an even better check on what you know and can do and use this information to plan better activities in lessons to help you learn. Provide training for all staff so that they can give more help to those who need it so you can all do your very best. Thank you again for making me welcome. Keep trying to do your very best. Yours faithfully Mr Allison

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