William Barnes Primary School

Inspection Report William Barnes Primary School

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113676 Unique Reference Number Dorset LEA 279218 Inspection number 4 October 2005 to 5 October 2005 Inspection dates David Curtis RISP Reporting inspector

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

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Bridge Street School address Primary Type of school Sturminster Newton Community School category Dorset DT10 1BZ 4 to 11 Age range of pupils 01258 472257 Telephone number Mixed Gender of pupils 01258 472257 Fax number 203 Number on roll Mr Richard Scott Chair of governors The governing body Appropriate authority Mrs Alwyne (Polly) Patrick Headteacher 11 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279218 4 October 2005 - 4 to 11 5 October 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 inspectors.

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Description of the school

The school serves the small market town of Sturminster Newton. Most pupils are White British. The proportion of pupils with learning difficulties and disabilities is above the national average and a small number have statements of special educational needs. Very few pupils are at the early stage of learning English. A very small number of pupils are in public care, and are Traveller learners. The number of pupils who join the school at times other than of normal admission or transfer is high. Children enter the Foundation Stage with lower level of skill to those normally found in children of their age.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: William Barnes Primary School, 4 October 2005 to 5 October 2005

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Grade: 2

The school judges its own effectiveness to be satisfactory. Inspection evidence is that the school is better than this. It is a good school, which gives good value for money. Children start school with standards which are well below expectations, especially in early language skills. Teaching and learning are good in the Foundation Stage. Although children make good progress, the majority do not meet the goals they are expected to achieve by the time they start Year 1. By the age of 11, standards are broadly average and pupils have made good progress since they started school. Pupils achieve the challenging targets set for them. There are significant strengths in the quality of support for pupils with learning difficulties and disabilities. This is reflected in the views of parents who value the high quality care given to their children. Pupils enjoy school and they behave well. Relationships are good. Parents say that their children like school. At the age of seven, standards

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Grade: 2

in mathematics are exceptionally low. The school is not setting clear targets at the start of Year 1 that pupils should reach by the end of Year 2. It is not using the impressive range of school data on pupils’ performance as successfully in Years 1 and 2 as it does in Years 3 to 6. The school improvement plan has a clear focus on improving teaching and learning and raising standards. However, it is not clear how the outcomes are to be measured in relation to improved standards. The school has the clear capacity for further improvement. Improvement since the previous inspection is good. Issues to raise standards in English and information and communications technology (ICT) and to improve pupils’ attitudes to school have been addressed successfully. Provision for children in the Foundation Stage is much improved.

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What the school should do to improve further

•raise standards in mathematics by the end of Year 2; and set targets in mathematics for all pupils at the start of Year 1 •ensure that targets in the school improvement plan have outcomes which are measurable in relation to pupils’ improved performance.

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Grade: 2

Children start school with standards well below expectations for 4-year-olds. Despite good teaching, few meet the Early Learning Goals by the time they start Year 1. By the age of 11, standards are broadly average and rising; they are stronger in science than in English and mathematics. Taking into consideration the low standards when children start school, pupils make good progress and their achievement is good. Most pupils achieve the challenging targets set for them. Pupils achieve good standards in art and design, as is seen in many high quality paintings on display in the school. Their love of singing is reflected in the impressive standards heard in collective worship. Pupils with learning difficulties and disabilities make good progress, as do Traveller 2 Inspection Report: William Barnes Primary School, 4 October 2005 to 5 October 2005 learners and those learning English for the first time. These pupils receive good quality

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Grade: 2

support from teachers and teaching assistants. By the age of 7, standards in English are broadly average and show good improvement since the previous report. Unusually, standards in writing are better than those in reading; this goes against the national picture. Standards in writing have improved. One of the key reasons for this is that all pupils have clear targets from the start of Year 1. At seven, standards in mathematics continue the year-on-year trend where they are exceptionally low. In mathematics, the school is not setting targets for all pupils at the start of Year 1. As a result, progress is only satisfactory and standards are not high enough.

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Grade: 2

Pupils enjoy school and parents agree strongly that their children like school. Behaviour is good in lessons and when pupils move around the school. It is particularly good at lunchtimes. Pupils enjoy their work and show very positive attitudes to learning. This is a significant improvement since the last inspection. Relationships are good and pupils enjoy working in pairs and small groups. Because pupils enjoy school so much, they make good progress by the age of 11. Attendance is satisfactory and the school works hard to encourage good attendance and punctuality. Spiritual, moral, social and cultural development is good. An impressive range of visits and visiting speakers contributes to pupils’ understanding of their own culture and those of others. Pupils contribute to making their own class rules and this has a strong impact on their moral and social development. The joy on pupils’ faces when they

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Grade: 2

receive stickers and merit awards shows that they know it is important to behave sensibly and to work hard. Through personal, social, health and citizenship education, pupils understand the importance of personal safety and of keeping fit and healthy. Pupils talk knowledgeably about what a healthy lunch box should contain. They have access to water in lessons and all eat fruit at morning break. Pupils make a strong contribution to the local community, including the local carnival. The award of the Basic Skills Quality Mark Award in 2005 shows that pupils develop their skills in literacy, numeracy and ICT effectively by the age of 11.

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Grade: 2

Teaching and learning are good Teachers provide a suitable range of activities so pupils are interested and attentive in lessons. Teaching has been successful in raising standards in writing. Classroom assistants help children effectively, especially those with learning difficulties and disabilities, who make good progress. Planning is good, so staff teams 3 Inspection Report: William Barnes Primary School, 4 October 2005 to 5 October 2005 work effectively together and pupils make good progress in most subjects. Adults have high expectations of pupils’ behaviour and children respond positively. In writing, detailed assessment sets clear targets which pupils understand. This has led to improved standards. Reading has improved and pupils’ work is closely monitored. In other subjects, teachers select target groups where potentially underachieving pupils’ progress is carefully monitored. In mathematics, assessment is not detailed

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Grade: 2

enough to ensure enough good progress for all pupils. This has contributed to continued low standards in mathematics by the age of seven Work is not always accurately matched to the needs of younger pupils, especially more able ones. Pupils do not make enough progress in mathematics to the age of seven, despite a recent school focus on this. However, achievement speeds up significantly by the age of 11. Marking is helping pupils to understand how to improve their work. Assessment accurately identifies small groups of pupils who require additional help in English and mathematics. The results of this show good improvement for the pupils involved.

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Grade: 2

The range of work pupils do in most subjects is good. Many interesting opportunities, such as clubs, residential visits and visitors, excite pupils and enrich classroom experiences. Many of these help to develop pupils’ social skills well. Teachers use the local rural environment in many subjects, providing a good contribution to pupils’ knowledge and understanding of the natural world. Subjects such as music and art and design show pupils’ enjoyment and success in creative work and standards are high. Provision for ICT has significantly improved, with hardware and software now good and pupils are enthusiastic and competent. Clubs extend their enjoyment and skills into areas, such as animation, where some pupils produce high-quality presentations. Good planning and provision for personal, social and health education ensure that pupils are well aware of the importance of fitness and well-being.

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Grade: 2

The school takes good care of its pupils. Good personal progress and development are ensured because staff know pupils well and show a high level of concern for their well-being. This is greatly appreciated by parents and carers. Enough non-teaching adults are deployed to support those with learning difficulties and disabilities very effectively in classes. This often occurs through very focused one-to-one help which enables pupils to make good progress. All pupils have access to clubs and other activities, providing a wealth of opportunities which enrich their lives. The school’s provision of a safe environment where pupils work and play happily together is good. Pupils learning English as an additional language and Traveller learners are well integrated. They receive good support which ensures that they too make good progress in both personal and academic development. 4 Inspection Report: William Barnes Primary School, 4 October 2005 to 5 October 2005

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Grade: 2

Leadership and management are good. The headteacher, supported by all staff, is passionate in ensuring that all pupils, irrespective of ability, gender or ethnicity, play a full part in all aspects of school life. This is recognised and valued by parents who speak highly of the support given to children who have learning difficulties or medical needs. The school is very successful in meeting the needs of pupils with learning difficulties and disabilities. This is because of the effective work of the very knowledgeable special educational needs co-ordinator and the work of teaching assistants. The school places great emphasis on pupils’ enjoying school and wanting to learn and this makes a very strong contribution to the good progress made by the age of 11. The school’s clear capacity for improvement is shown in the way it has successfully addressed the key issues from the previous inspection. The success in raising standards

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Grade: 2

in writing by giving all pupils clear targets is particularly noteworthy. There is a desire to bring about further improvements in teaching and learning and standards. The school improvement plan is aimed at raising standards but it does not establish clear criteria for measuring that improvement. Teachers, teaching assistants, governors and parents contribute effectively to the school improvement plan. Governors have a good understanding of the school’s strengths and weaknesses and know that standards in mathematics need to be improved in Years 1 and 2. The school has not been rigorous enough in following-up weaknesses in the subject. The support given to small groups in mathematics is effective in improving their performance but it is not given to all pupils. This contributes to only satisfactory progress and standards not being high enough. 5 Inspection Report: William Barnes Primary School, 4 October 2005 to 5 October 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: William Barnes Primary School, 4 October 2005 to 5 October 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 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 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 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 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

Dear Pupils Thank you very much for making us so welcome when we visited your school recently. We enjoyed meeting you and talking with many of you. We liked many of the things we saw and here are some of them: •your singing in assembly was really good and we thought that your art work displayed in the school is very impressive •there are examples of good writing, including poems on display in your classrooms •you behave well •you like coming to school and work hard in lessons •you enjoy meeting visitors and taking part in the many clubs teachers provide for you after school •you are friendly, polite and well mannered. To make your school even better, we have asked your teachers to: •help you understand how you can improve your work in mathematics even further •spend more time talking to you about the targets they give you •think of ways to help them tell how well their plans to improve the school are working.

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Text from letter to pupils explaining the findings of the inspection

Thank you again for talking to us. Yours sincerely David Curtis

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