Honiton Primary School

Inspection Report Honiton Primary School

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113098 Unique Reference Number Devon LEA 279092 Inspection number 1 December 2005 to 2 December 2005 Inspection dates Anthony Shield RISP Reporting inspector

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

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Clapper Lane School address Primary Type of school Honiton Community School category Devon EX14 1QF 3 to 11 Age range of pupils 01404 42264 Telephone number Mixed Gender of pupils 01404 47431 Fax number 451 Number on roll Ms Michelle Perryman Chair of governors The governing body Appropriate authority Mrs Andrea Brown Headteacher 14 February 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279092 1 December 2005 - 3 to 11 2 December 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 three additional inspectors.

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Description of the school

Honiton Primary School is a larger than average primary school with an attached centre for pupils with hearing impairments. The vast majority of pupils are White British, with very few pupils from minority ethnic backgrounds. Pupils’ home circumstances vary but are average overall. Although the proportion of pupils with learning difficulties and disabilities is lower than average, the proportion with a statement of special educational needs is higher.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Honiton Primary School, 1 December 2005 to 2 December 2005

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Grade: 2

Honiton Primary is a good school and provides good value for money. Having recently gone through a period of instability and several changes of headship, under its newly appointed headteacher, the school is very well placed to build on existing strengths. The school assesses its effectiveness as satisfactory. Inspectors judge it to be better because pupils who start at the school with average standards reach above average standards overall by the time they leave the school. In addition, changes introduced by the headteacher have already had an impact on raising standards. Strengths include the very good attitudes and behaviour of pupils and the maturity of the oldest pupils. Pupils get on very well with each other and very good relationships ensure pupils feel safe and valued. Standards are above average overall and pupils achieve particularly well in mathematics in Years 1 and 2, and in English in Years 3 to 6. Reading in the earlier years is a relatively

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Grade: 2

weaker area and, although progress has been made, more needs to be done to raise standards through working more closely with parents. Attainment for the older pupils has been improving, and significantly so in English. This is because of some very good teaching in English in particular. Good teaching is leading to good progress overall, although feedback and marking to tell pupils how well they are doing is not consistently good. Leadership and management are good and the headteacher has created an increasingly positive climate for learning. Governors are committed and supportive. After a dip in standards following the last inspection, the school is now improving rapidly.

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What the school should do to improve further

•Improve the consistency of feedback and marking. •Develop ways of working with parents to improve standards of reading further.

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Grade: 2

On entry to the school, pupils’ attainment is broadly average. Children in the nursery and reception classes make good progress, particularly in learning how to learn and how to work and play together. As a result they are well prepared for entry to the more formal curriculum in Year 1. Standards at the end of Year 2 are above average and achievement is good. Achievement in mathematics is particularly good and is higher than in either reading or writing. There has been a steady and improving trend in recent years. Much has been done recently to raise standards of reading and this is bearing fruit. However, they still do not match the high standards in mathematics. Overall standards in Years 5 and 6 are above average and there has been an improving trend, particularly in English. Achievement is good, better for girls but boys also do 2 Inspection Report: Honiton Primary School, 1 December 2005 to 2 December 2005

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Grade: 2

well. English is the strongest subject and the school has rightly identified the performance of more able pupils in mathematics and science as an area for further improvement. Action taken so far has been effective, and these pupils are already demonstrating improving levels of achievement. Inspectors also noted high standards in music, dance and art. Pupils with learning difficulties and hearing difficulties make particularly good progress, because of the careful identification of their needs and sensitive support in the classroom. Lower attaining pupils in Years 5 and 6 have been placed recently in a special group for some aspects of their curriculum. These pupils are already showing increased self-confidence in their ability to achieve.

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Grade: 2

Pupils are confident and get on well together. This reflects the careful attention the school gives to their personal development. As one parent commented, ‘teachers always ensure that children are the top priority’. As a result, pupils’ spiritual, moral, social and cultural development is good. Pupils enjoy school and their attendance is above average. Pupils feel their ideas and opinions are valued, and they respect and value each other, frequently praising and encouraging classmates to do well. They behave very sensibly and work safely together. Pupils speak most eloquently when asked about their work, feeling comfortable when expressing their emotions and opinions. They speak enthusiastically about trips out, showing an appreciation for the efforts of their teachers. Pupils can explain why they need to eat healthy foods and take exercise. Pupils take responsibility willingly and the school council has worked effectively to improve facilities

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Grade: 2

in the playground. They participate in a number of thriving clubs and activities, particularly music and sport. Pupils take an active role in the local community. These activities, together with their well developed social skills, ensure they are well prepared for the world of work in the future.

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Grade: 2

Teaching and learning are good. Strengths include the way pupils are managed so that they work hard and behave well, the use of additional staff to give focused attention to some pupils, and the pace of lessons. All this helps pupils complete good amounts of work. In the best lessons, learning is further promoted by imaginative teaching using a wide variety of different strategies and resources. Another feature of such lessons is the clarity with which teachers tell pupils what it is that they are to learn and how they will know if they have been successful. In a Year 4 lesson, for example, pupils’ interest in learning to punctuate a play script was greatly enhanced by the use 3 Inspection Report: Honiton Primary School, 1 December 2005 to 2 December 2005 of handmade puppets and the clarity with which the teacher taught the elements of punctuation required. Assessment procedures are satisfactory, enabling teachers to use knowledge of the

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Grade: 2

pupils’ attainment to plan for the next steps in their learning. The school uses information well to diagnose and support pupils with individual difficulties and to identify weaknesses in the curriculum. Data, however, is not used as well as it could be to analyse the progress of different groups of pupils. Although there is some good feedback and marking there are inconsistencies which prevent assessment having maximum impact.

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Grade: 2

The curriculum is good, meeting all requirements and supporting pupils’ good progress. Good emphasis is given to the development of basic literacy and numeracy, thus providing the foundation upon which pupils will be able to prepare for the world of work. The arts, music and physical education are given high status, ensuring pupils receive a rounded education. Pupils’ personal development is supported well through a well planned programme for personal, social and health education. The curriculum for those in the nursery and reception classes is effective in assisting children develop their personal and language skills as well as ensuring appropriate coverage of all the recommended areas of learning. There are many enrichment opportunities open to the pupils. Clubs, residential trips, visits and visitors provide interest and breadth which the pupils appreciate.

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Grade: 2

The school provides a good foundation for its pupils, regardless of their needs and abilities. Teaching assistants are very well deployed, helping the pupils they support to achieve as well as others by actively focusing their energy and behaviour, finding ways through problems and using praise and encouragement. The arrangements for gifted pupils and all those with learning difficulties and disabilities, including those in the Hearing Unit, are proving effective. There is very good tracking of the progress of these pupils. The support given to pupils through the detailed monitoring of their progress is satisfactory. Pupils who are at risk are well cared for and child protection arrangements are sound; there are good links with outside agencies so that pupils’ health, safety and welfare are promoted. When pupils move on to secondary school, they are well prepared.

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Grade: 2

Leadership and management are good and the recently appointed headteacher has made an impressive start. She has re-established a culture of support and challenge 4 Inspection Report: Honiton Primary School, 1 December 2005 to 2 December 2005 for both staff and pupils, and has encouraged staff to reflect on their practice and believe in themselves. She leads with both insight and courage. She is very well supported by the acting deputy headteacher who is making an increasingly effective contribution towards improving teaching. Leaders at all levels are also making good contributions within their areas of responsibility. After a turbulent few years, with no less than five headteachers in the last three years, steady improvement has been made in raising standards. This has now begun to accelerate and the school is very well poised to make significant gains. The headteacher is reviewing the procedures for checking how well the school knows

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Grade: 2

itself, while setting up a different management structure. Current practice is satisfactory and the school improvement plan points to a realistic way forward, but self-evaluation procedures are not yet fully engrained in school practice. Governors fulfil their responsibilities well, and have shown considerable calmness and fortitude in steering the school through a difficult period. They know the school well and have good systems in place to monitor its work. The school has the full confidence of its parents and is working with increasing effectiveness to improve their involvement in their children’s learning. Plans to involve them in helping to improve standards of reading are not yet fully developed. 5 Inspection Report: Honiton Primary School, 1 December 2005 to 2 December 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: Honiton Primary School, 1 December 2005 to 2 December 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 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 3 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 3 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

Honiton Primary School Clapper Lane Honiton Devon EX14 1QF 5 December 2005 Dear Pupils Thank you for welcoming us to your school. We particularly liked meeting and talking with you. We were impressed with the way in which you answered our questions. I know you will be interested in what we thought about your school. What we liked most about your school •You work hard and do your best. You are friendly and polite and behave very well. •Teachers take good care to ensure you do well and make your lessons interesting and fun. •There are lots of interesting activities to do during lunchtime and after school, particularly in music and sport. •Teachers look after you well and are always ready to help when needed. •You told us that you feel safe and that the school is a happy community. What we have asked your school to do now •Make sure that all teachers always let you know how well you are doing and how you might

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Text from letter to pupils explaining the findings of the inspection

improve. •Work with your parents to improve reading skills amongst the younger pupils. Thank you once again for your help during the inspection. Good luck in the future! Yours sincerely Mr Tony Shield Lead Inspector

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