Charlesworth Voluntary Controlled Primary School

Inspection Report Charlesworth School Voluntary Controlled Primary

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112877 Unique Reference Number DERBYSHIRE LEA LEA 279044 Inspection number 19 January 2006 to 20 January 2006 Inspection dates Mr. John Brennan LI Reporting inspector

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

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Long Lane School address Primary Type of school SK13 5ET Voluntary controlled School category 4 to 11 Age range of pupils 01457 853 475 Telephone number Mixed Gender of pupils 01457 853 475 Fax number 104 Number on roll Mr.C Harbut Chair of governors The governing body Appropriate authority Miss. S Gate Headteacher 18 October 1999 Date of previous inspection

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Inspection number Inspection dates Age group 279044 19 January 2006 - 4 to 11 20 January 2006 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 2006

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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

Charlesworth is a small school. The overwhelming majority of pupils are of White British heritage. The proportion of pupils who have learning difficulties and other needs is average. The proportion of these who have a statement for their needs is above average. There are large differences in the social and economic make up and in the number of pupils admitted in any one year. This results in marked differences in the attainment of each year group. The school has had three headteachers in the past year. The junior and infant departments are some distance from each other.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 2006

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Grade: 2

This is a good school, giving good value for money. As a result of several changes of headteacher and because improvement has been recent, the school's assessment of its success is lower than that found by the inspection. In Reception the provision is good and children get off to a cracking start. Almost all achieve goals set for them and a significant number go beyond them. Standards at the end of Year 2 are high because pupils' good progress is maintained and because these pupils started school with a good level of skills. Pupils continue to progress well in the juniors. However, progress is more rapid for older juniors than younger ones. Pupils in the current Year 6 started their time in the juniors from a below average base and standards are currently average. Good work by subject co-ordinators has helped teachers become skilled at teaching English, mathematics and information and communication technology (ICT).

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Grade: 2

In some other subjects there are significant variations in the quality of tasks pupils have to do because teaching, learning and how the curriculum fits together have not received the same high level of attention. The school puts great store in developing pupils' personal qualities. They behave well and get on with their work and with each other. The large school site presents several problems in terms of managing daily routines smoothly. Parents and pupils think well of the school. The school is well led and managed. However, the monitoring of some subjects is not thorough enough. A tangible sense of teamwork and a track record of improvement, albeit some of it recent, show that there is the capacity to continue to improve.

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What the school should do to improve further

- Ensure all subject co-ordinators rigorously monitor their subjects and improve the quality of teaching and learning. - To bring the quality of teaching and learning in Years 3 and 4 up to the standard found elsewhere in the school. - Pursue identified improvements to the school site.

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Grade: 2

Overall children's attainment on entry to school is average. Variations in children's skills and abilites when they start school result in standards that vary significantly from year to year. The school sets challenging targets for individuals which are met in most instances, whatever their starting point. Children get off to a flying start in the Foundation Stage. A much improved curriculum and expert teaching help them do well. Many achieve expected goals and in most years a good proportion of them go beyond this. This pleasing progress continues through Years 1 and 2. From pupils' above average starting point standards are high in reading, writing and mathematics. Progress through the juniors has improved steadily in each of the last three years but is better in the upper juniors than in the lower juniors, especially in writing. Nevertheless, overall pupils progress well in English and mathematics. National test

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Grade: 2

results in 2005 were high in English and above average in mathematics. Standards in 2 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 2006 the current Year 6 are average. Their starting point was much lower than usual. Pupils who have learning difficulties and other needs progress well because of the close support they receive. Increased support for higher attaining pupils has seen a significant increase in pupils achieving beyond expected levels at the end of Years 2 and 6. Inspection findings show boys and girls to be doing equally well. The school has taken steps to give pupils more opportunities to carry out investigations in science. The signs are that progress is good in the infants and in the latter years of the juniors. Several pupils said they like the practical learning this brought about. However, standards are broadly average and progress is satisfactory overall because of weaknesses in the

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Grade: 2

Pupils behave well, are keen to succeed and mostly try their best in lessons. However, when tasks are uninteresting their work can sometimes show a lack of care. Pupils enjoy school and say there is little bullying. Attendance rates over the years are average. Relationships are good, reflecting the strong emphasis the school places on pupils' personal development. Playtimes are energetic although the available play equipment is not always put out for the infants and is not used appropriately by a small number of junior pupils. Pupils' spiritual, moral, social and cultural development is promoted successfully. Pupils have a strong sense of right and wrong, learn to understand their feelings and to respect and get on well with others. As one girl thoughtfully said about how she was perceived by others, 'My parents think I'm perfect but I know I'm not.' Pupils love getting 'leaves' for good work or behaviour and speak proudly of these

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Grade: 2

being publicly displayed. A 'Healthy School' initiative has given pupils a good understanding of healthy lifestyles. Pupils plan an impressive number of fund raising events for people both near and far and as an 'Eco' school pupils are aware of their environmental responsibilities. They respond maturely to the good ways in which their views are sought and understand how to do things safely.

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Grade: 2

Teaching and learning are good. Encouraging relationships, consistent ways of managing behaviour and techniques at the beginning of lessons to encourage participation are consistent strengths. These lead to calm and purposeful classrooms. Teamwork is strong, enabling support staff to make a good contribution to the learning of pupils with particular needs. A concentration on the teaching of literacy, numeracy and ICT, aided by the very good use of interactive whiteboards to make demonstrations engaging, mean that teachers are good at teaching key skills, and helping pupils acquire these at a good rate. However, teaching and learning is weaker in Years 3 and 4 than elsewhere. On occasions tasks can be mundane and do not consistently encourage pupils to use their basic skills in interesting enough ways. For example, some pupils 3 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 2006

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Grade: 2

talk about history being 'boring' because it involves writing key facts. Forging links between subjects to make pupils think is more commonplace in other year groups, especially in Years 5 and 6 and Reception. Here teachers are expert at combining learning in several subjects within one lesson. In a mixed Reception and Year 1 class, older pupils took digital photographs of younger ones acting out the story of 'Goldilocks and the Three Bears.' The teacher used these skilfully in a slide show of the story, combining work on speaking and listening, reading, writing, mathematics and further role-play.

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Grade: 3

'These extras help engage the children and are a change from the normal school routine,' said a parent about occasional themed weeks, such as in the arts. Pupils echo these views. However, these are highlights within an otherwise satisfactory curriculum. Careful consideration is given to helping pupils acquire skills in English, mathematics and ICT. Links between these subjects are used to the full and pupils' learning is further enhanced by a suitably broad range of other experiences. Work to make other subjects interesting and fit well together is better in Years 1, 2, 5 and 6 than in Years 3 and 4. Significant improvements to the Foundation Stage curriculum make it highly cohesive, engaging and practical. Following consultation with parents the school has increased the number of educational trips and visitors coming to school. These are now plentiful and are appropriate for the needs of pupils and the curriculum. High numbers of pupils

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Grade: 3

Very warm relationships between adults and pupils ensure that their individual concerns are dealt with well. An anti-bullying campaign and steps to enlist pupils as 'playtime friends' ensure that playtimes are safe and worthwhile times. Procedures for care, such as those for child protection are satisfactory. Joint work between parents, governors and staff has led to an increasing number of families walking to school and careful consideration has been given to doing this safely. Pupils' progress is monitored carefully, enabling additional help to be given to pupils with learning difficulties or disabilities and to higher attaining pupils. This helps them make the most of their abilities. Regular assessments generate targets for pupils to work towards. In the main these are well known to pupils who say they find them helpful.

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Grade: 2

Despite three recent changes of headteacher, including a new permanent headteacher in place for a matter of days, the school is an improving one. The shortcomings of the last inspection have been dealt with well. The school accurately assesses pupils' performances. In turn this has led to improved standards through the effective targeting 4 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 2006 of resources and training in literacy, numeracy and ICT. Co-ordinators for these subjects regularly monitor teaching and learning. They have an accurate view of strengths and weaknesses and as a result pupils' progress has improved. The incoming headteacher has made a prompt assessment of the quality of teaching and learning. She has a realistic picture of the school. However, an over concentration on literacy and numeracy has meant that not enough attention has been given to developing other subjects,

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Grade: 2

examining how the curriculum as a whole fits together or to broadening staff expertise. The school development plan is well written and involves all staff and governors. There are signs that subjects such as science have a higher profile but to date some subject co-ordinators have had too few opportunities to view teaching and learning in their subjects. Governors play a prominent role in the school. They consult well with parents who offer the school considerable support. They question the school critically about its performance and provide a great deal of practical help. The school has identified solutions to the practical difficulties posed by the layout of the large school site. It is now in a good position to take appropriate action to improve the use of the site. 5 Inspection Report: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 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: Charlesworth School Voluntary Controlled Primary, 19 January 2006 to 20 January 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 3 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 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 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 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 your help when I visited your school. I really enjoyed my visit because everyone was so helpful and friendly. I would like to share with you what I thought about your school. The headteacher, staff and governors work hard to make your school a good school. Your parents also join in the hard work. You too play your part. You behave well and, especially when you are asked to do interesting things, work hard. You have many ideas about how to make the school better and do a lot to help each other and people outside of your school. You told me how much you enjoyed school. You told me that most of the work was interesting, especially when you are asked to do practical activities and not just write things out. Some of you said that work in a few subjects, especially in some of the junior classes, is uninteresting. I agree with you and have asked your teachers to look again at how they could make work

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Text from letter to pupils explaining the findings of the inspection

attention-grabbing. One of the more difficult things about your school is the building. I know that it has made your teachers and governors think about how it could be improved. They have now got some good ideas for this which I have asked them to take forward quickly. Thank you once again for making me so welcome. Good luck in all you do.

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