Roose School

112207 Unique Reference Number Cumbria LEA 278877 Inspection number 28 February 2006 to 1 March 2006 Inspection dates Mr Gordon Alston Reporting inspector

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

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North Row School address Primary Type of school Barrow-in-Furness Community School category Cumbria, LA13 0HF 4 to 11 Age range of pupils 01229 894608 Telephone number Mixed Gender of pupils 01229 894609 Fax number 172 Number on roll Mr Allan Rollinson Chair of governors The governing body Appropriate authority Mrs Wendy Jacobs Headteacher 1 October 1999 Date of previous inspection

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Inspection number Inspection dates Age group 278877 28 February 2006 - 4 to 11 1 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

Roose serves an area near to Barrow in Furness, in Cumbria. The 172 pupils cover the full range of abilities and children enter with skills that are expected for their age. All pupils speak English as a first language. The number who receive free school meals and the proportion with learning difficulties and/or disabilities are below average. The school has gained a Healthy School Award and an Active Mark Sports Award. The headteacher has been in post for just over a year and two newly qualified teachers took up post this school year.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Roose School, 28 February 2006 to 1 March 2006

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Grade: 2

Inspectors agree with the school’s self-evaluation. The school is good and as a result is greatly valued by parents, pupils and the local community. Children in reception achieve well, reaching expected levels on entry to Year 1. Standards at the age of 7 are above average in reading, writing and mathematics and at 11 are well above average in English and above average in mathematics. Pupils make good progress and achieve well. The school is working hard at raising standards in pupils’ writing and mathematical problem-solving skills. Pupils of all abilities are given every opportunity to succeed, but opportunities to use Information and Communication Technology (ICT) across subjects are limited. The good quality of care, guidance and support provided by the school, good teaching and the many enrichment activities provided lead to pupils’ good personal development. This is reflected in their excellent relationships, good

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Grade: 2

attitudes and responsible behaviour. They enjoy school, and are positively encouraged to think for themselves and to have their say. The school’s support for vulnerable pupils is well thought out and effective. Leadership and management are good. The headteacher’s leadership is outstanding in its relentless drive for improvement. For example, the school is exploring opportunities to develop a creative curriculum and as a result is successfully promoting enjoyment through learning, particularly in years 3 to 6. The leadership and management of subjects are variable but are outstanding for special needs provision. Governors discharge their responsibilities conscientiously. The school has improved markedly recently, especially the accommodation, and gives good value for money. It is well placed to improve further.

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What the school should do to improve further

• Improve pupils’ writing and mathematical problem-solving skills. • Make leadership and management in all areas and subjects as successful as it is in special needs provision. • Extend the current plans to promote enjoyment through learning across the whole school. • Extend the use pupils make of their ICT skills into all subjects.

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Grade: 2

Pupils achieve well not only academically but also in their personal development. Children make good progress in reception and by the end most reach the level expected for their age and a number beyond it. Continued good progress ensures standards at age 7 are above average in reading, writing and in mathematics. Furthermore at age 11, standards are well above average in English and above average in mathematics. In the 2005 tests, results were above average at age 7 but better in reading and mathematics than in writing. Results at age 11 were above average in English and about average in mathematics but trends are better in English than in mathematics. 2 Inspection Report: Roose School, 28 February 2006 to 1 March 2006 The school has identified this and has introduced several initiatives aimed at raising standards, which are improving. The school sets challenging individual and group targets in English and Mathematics

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Grade: 2

that encourage pupils to work hard and make good progress. Targets are checked termly to ensure pupils make the progress they should. This has helped more pupils to attain higher levels. No group is significantly underachieving. The small numbers of pupils with learning difficulties and/or disabilities make good progress and receive good support from a conscientious and caring team of assistants.

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Grade: 2

Personal development and well-being are good. Pupils enjoy coming to school, have positive attitudes to their work and are proud of their achievements. Comprehensive systems are in place for promoting good attendance, and most recent figures are above average. Spiritual, moral, social and cultural development are good. The school has a caring ethos in which all are valued and respected and pupils feel secure and safe. They clearly understand the difference between right and wrong and often take the initiative in helping to raise funds for those less fortunate than themselves. Pupils have many opportunities to help with the smooth running of the school. Ideas from the school council, for example, strongly influenced the quality of school lunches. The school ensures that pupils understand about keeping safe and healthy. There are many opportunities for sport and exercise, in and out of school, and pupils are

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Grade: 2

encouraged to eat wisely. The importance placed by the school on increasing skills in literacy and numeracy and on showing respect and consideration for others helps to develop skills and attitudes, which will stand the pupils in good stead in later life.

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Grade: 2

Teaching is consistently good across the school and has outstanding features. The most effective teaching is in years 3 to 6 where expectations are high. The tasks set are exciting and demanding and lead to good achievement. In all classes, the planning is good for pupils of different abilities. In reception, the teacher does particularly well in developing children’s literacy and numeracy skills, sometimes at the expense of creative development. The school uses a wide range of teaching initiatives to challenge more able pupils, including through sessions for the gifted and talented with other schools. Skilled teaching assistants play an important role in lessons, particularly in helping pupils with 3 Inspection Report: Roose School, 28 February 2006 to 1 March 2006 learning and behavioural difficulties to make good progress. All teachers confidently explain new learning through good questioning and the imaginative use of whiteboards.

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Grade: 2

Pupils are keen to learn because relationships are excellent and teachers encourage pupils to plan some of their own learning. Assessment is good and used well to match work correctly to all pupils. Together with well planned plenary sessions, helpful marking and individual targets for pupils, this careful planning enables pupils to be involved in their own learning.

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Grade: 2

The curriculum is good, with outstanding provision for extra-curricular activities. Numerous clubs are well supported by pupils and greatly enjoyed. Resources for ICT have significantly improved but links with other subjects are only just beginning. Time is used well for literacy, numeracy and science, resulting in good achievement. There is very good provision for pupils with learning difficulties and/or disabilities, likewise for gifted and talented pupils. Linking subjects has established a more creative curriculum. This has improved teaching in years 3 to 6 and is beginning to support teaching in infant classes. The curriculum in reception provides children with a good range of activities, but creative development is restricted by the current lack of outdoor provision. This is currently being addressed by the school. A good range of visits and visitors enriches the curriculum as does the good programme

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Grade: 2

for personal, social and health education. A Healthy School Award and an Active Mark Sports Award enhances provision and helps pupils to understand healthy living.

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Grade: 2

The good provision is valued highly by pupils and parents who especially welcome the support provided by the school. Detailed assessment is used to identify the different needs of pupils and to provide support. The school has good links with outside agencies that play an important role in providing specialist support for those needing it most. For example, a group of boys are being helped by an advanced skills teacher to bring their writing skills to the same levels as their reading. Equal attention is given to those with emotional difficulties through a programme of support focusing on pupils’ feelings. Rigorous procedures for child protection and safety enable everyone to feel safe. Pupils review their own progress through target setting and know how well they are doing. The teaching also encourages pupils to plan some of their own learning. The newly reinstated school council gives pupils good opportunities to contribute to school

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Grade: 2

developments. 4 Inspection Report: Roose School, 28 February 2006 to 1 March 2006

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Grade: 2

Leadership and management are good and the school has a good capacity to improve. The leadership of the headteacher is outstanding. She has successfully created a learning environment where there is a strong belief that all pupils should enjoy learning and do well both academically and personally. This is the driving force in a school, where pupils make good progress on all fronts. The school has a dedicated and caring team of staff. However, the management of subjects varies in quality. The leadership of special needs is outstanding and supports pupils very effectively. The leadership of other subjects is less effective. The school evaluates its own performance successfully. For example, it has identified the need to develop ICT and is carrying out clear action plans. Remaining issues from the last inspection are now beginning to be dealt with well. The school conscientiously seeks the views of parents and pupils and takes account of their views. The good use

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Grade: 2

of all resources and pupils’ good achievement secures good value for money. The governance of the school is satisfactory. Many governors are new. They are keen to learn what their roles are, and conscientiously ensure statutory duties are met. They are regular visitors, getting to know pupils and staff and good use is made of their skills. For example, the chair has supported the school in safety issues concerned with the accommodation. 5 Inspection Report: Roose School, 28 February 2006 to 1 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: Roose School, 28 February 2006 to 1 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 2 How well do learners achieve? NA 2 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 2 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

33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 Mrs Wendy Jacobs Roose School North Row Barrow-in-Furness Cumbria LA13 0HF 2 March 2006 Dear Pupils I am writing this letter after thinking about the two enjoyable days we spent in your school. We came to see how good your school was and you had a very important role in this just as much as your teachers had. You did not let the school down in any way. Your friendliness, good behaviour and the way you get on with one another are a credit to you all. They helped us to judge just how good your school is in helping you to grow and learn. Well, what did we think after these two days? I know your teachers were a little worried about inspectors coming, but our report should help them feel good about all the hard work they do. I always ask pupils their views of the school and one girl replied ‘lessons are fun and everyone is important’. She was right; your school is a good, caring school. You have a good team of

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Text from letter to pupils explaining the findings of the inspection

adults led by a hard-working head teacher and everyone wants you to do as well as you can. Your teachers make learning interesting, make sure you work hard, and as a result you make good progress in lessons. They also arrange lots of visits for you to go on and visitors to talk to you. We were pleased to see how very hard you worked but equally important was how very well everyone got on. We saw lots of pupils who had responsibilities and jobs to do, who did them very well. We were also very pleased to see all the clubs you can go to and the good attendance by you to take regular exercise and that sport is important to you. I’m sure your teachers always say ‘this work is good but you could make it even better if you...’ Well, this is what we are telling your school – to get even better it needs to concentrate on these things: try to get standards even higher in writing and mathematics, and give you more chances to use

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Text from letter to pupils explaining the findings of the inspection

computers to help you learn in all the subjects you do. (I’m sure you like the second one best, I would!) we also felt that all teachers need to develop the subject they are responsible for as well as the support for pupils with special needs has been developed

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Annex B

we want your teachers to continue to develop lots of learning opportunities that will help make life at school even more enjoyable. Finally, we would like to thank you again and I am sure if you and your teachers work as hard as you did when we were in school your school will continue to do well. Best wishes Gordon Alston (Lead inspector)

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