Manor Park Church of England First School

Inspection Report Manor Park Church of England First School

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113791 Unique Reference Number Dorset LEA 279249 Inspection number 23 March 2006 to 24 March 2006 Inspection dates Hazel Callaghan AI Reporting inspector

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

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Mellstock Avenue School address First Type of school Dorchester Voluntary controlled School category Dorset DT1 2BH 4 to 9 Age range of pupils 01305 268741 Telephone number Mixed Gender of pupils 01305 268407 Fax number 375 Number on roll Mrs Patricia Bowen Chair of governors The governing body Appropriate authority Mrs Jane Mockridge Headteacher 20 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 279249 23 March 2006 - 4 to 9 24 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 three Additional Inspectors.

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Description of the school

Manor Park is a large Church of England First School. Most of its 376 pupils come from families of White British descent, a small number are from minority ethnic groups and a few from the Traveller community. A few pupils join the school in the early stages of learning English as an additional language and a below average proportion are identified as having learning difficulties and disabilities. Children are admitted to school with a range of abilities. On entry pupils’ standards are predominantly average with strengths in pupils’ personal development and speech and language skills. The headteacher joined the school in January 2005. Since then, the school has been through a period of reorganisation, because reduced pupil numbers were unable to sustain the cost of the number of teachers employed by the school. Pupil numbers are now beginning to rise.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Manor Park Church of England First School, 23 March 2006 to 24 March 2006

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Grade: 3

Manor Park First School provides a satisfactory education for its pupils but it is improving very quickly because of the new headteacher’s outstanding impact on the school over a short period of time. Pupils’ personal development and welfare are good. Pupils’ achievement and standards are improving because teachers’ expectations have risen and pupils’ motivation to learn is good. There are particular strengths in the teaching and curriculum for pupils in the reception classes and in Years 1 and 2 with the result that the achievement of pupils in these classes is good. Pupils’ progress, teaching and the curriculum in Years 3 and 4 are satisfactory. Improvements in the older classes have not been as rapid as elsewhere in the school because of the absence of the Year 3- 4 leader. Procedures to assess pupils’ work are improving but the judgements on how well pupils are achieving are not always accurate in the older

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Grade: 3

classes. Information gained from these assessments is not used consistently well to match activities closely to pupils’ learning needs. Similarly, good strategies to help pupils understand how they can improve are inconsistently applied throughout the school. Leadership and management overall is good and the headteacher’s evaluation of the school’s strengths and relative weaknesses is accurate. Improvement since the previous inspection is now satisfactory and there is a secure capacity for future improvement. The school provides satisfactory value for money.

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What the school should do to improve further

• Ensure that the good provision evident in the reception and Years 1 and 2 classes is further extended into Years 3 and 4 so all pupils achieve well. • Ensure that teachers’ judgements about pupils’ learning are accurate and that the work set for pupils builds on what they know and can do. • Ensure that pupils are given the guidance they need so they understand how to improve their work.

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Grade: 3

Standards and achievement are satisfactory at present, but improving steadily. In the reception classes and in Years 1 and 2 pupils make good progress because teachers have high expectations. Pupils in the reception classes make good progress and reach above average standards when they enter Year 1. Good progress continues in Years 1 and 2 and standards are rising rapidly in Year 2. Pupils are well on their way to attaining significantly higher standards than those achieved in the 2005 National Curriculum tests. Pupils’ achievement in Years 3 and 4 is satisfactory but this is an improvement on the inadequate progress evident in the past, especially in mathematics and writing. Expectations for pupils’ progress in the past were not high enough and targets for improvement lacked challenge, especially for the higher attaining pupils. This is all changing under the extremely well focused leadership of the headteacher. Targets for

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Grade: 3

all pupils are challenging but attainable and the school’s rigorous monitoring gives evidence that these targets for learning are being met and surpassed, particularly in 2 Inspection Report: Manor Park Church of England First School, 23 March 2006 to 24 March 2006 Years 1 and 2. Pupils of all abilities and backgrounds make similar progress to their peers. The most effective progress is evident in reception and in Years 1 and 2 where well-trained teaching assistants support vulnerable pupils, those with English as an additional language, and those with learning difficulties and disabilities very well.

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Grade: 2

Pupils’ personal development is good. Pupils enjoy school and have positive attitudes to learning. Attendance is above average. Pupils’ interpersonal skills are good. They respond well when working with a partner or in small group. Behaviour is good in lessons and during playtimes. Pupils’ spiritual, moral, social and cultural development is good. Pupils respect the importance of assemblies and make some thoughtful contributions. For example, a clear sense of empathy came through from the older pupils’ performance to parents about their work on World War II. Pupils take responsibility willingly and show care for one another. Through whole class discussions and the School Council, pupils make positive suggestions on how to improve the school. They are keen to help their school community. Through fund raising for a range of local and national charities, pupils show their commitment to helping those less

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Grade: 2

fortunate than themselves. Pupils know it is important to keep safe, take regular exercise and eat healthily. They enjoy their short fruit breaks and physical breaks, and say they feel refreshed afterwards. They make satisfactory progress in developing the skills they need for the next stage of their education and in their future economic well-being.

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Grade: 3

Teaching is satisfactory overall but there are particular strengths in reception and in Years 1 and 2. Teachers throughout the school have raised their expectations for pupils’ progress and this is having its strongest impact in the reception classes and in Years 1 and 2. In the best lessons, activities are well planned and effectively structured with clear objectives for what pupils are to learn. Pupils are confident to “have a go” and want to do well. All teaching assistants are well trained and effective in supporting pupils of all abilities and backgrounds, enabling them to find success. Teaching in Years 3 and 4 is predominantly satisfactory. Teachers’ judgements on how well pupils are achieving are not always accurate and the knowledge they have on their progress is not used sufficiently well to develop activities that effectively moves pupils on in their learning. Pupils throughout the school are being increasingly engaged in

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Grade: 3

evaluating their own work. For example, a discussion between a teaching assistant and a group of reception children, very successfully celebrated their past work and stimulated their eagerness to do even better. Target wheels showing pupils’ next stages of learning are also effective in supporting pupils’ progress, but these different 3 Inspection Report: Manor Park Church of England First School, 23 March 2006 to 24 March 2006 strategies are inconsistently applied, especially in the older classes. Older pupils are not always clear about how they can improve their work.

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Grade: 3

The curriculum is satisfactory with some strong features. The school has improved the way the curriculum is planned and there has been a focus on making the curriculum more interesting and stimulating. Different subjects are linked well, the current topic of World War II being a good example. Pupils enjoy learning about this through art, music, dance and drama, as well as history. Children in the reception year benefit from a well-planned and stimulating range of activities. The curriculum is also carefully planned for Years 1 and 2. Activities cater well for pupils of different capabilities and contribute to all making good progress. In Years 3 and 4, planning of the work pupils will cover is not as effective, as it is not sufficiently matched to pupils’ needs and more capable pupils are not always sufficiently challenged. The curriculum for pupils in the two mixed age classes is of a similar quality: effective in the younger class and

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Grade: 3

satisfactory in the older class. The provision for information and communication technology has improved through the school, but it is not yet underpinning pupils’ learning in other subjects. There is a good range of additional activities that stimulate pupils’ good learning and the after school clubs are very well supported by pupils. Many pupils also take the opportunity to learn to play a musical instrument, from the wide range of choices available.

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Grade: 2

There are good levels of care, guidance and support for pupils. The school provides good pastoral care and pupils feel safe and secure in an environment they know and trust. Staff and governors make sure children’s welfare and safety is at the heart of all they do. Pupils’ personal support and guidance are good and much appreciated by parents. Vulnerable pupils are identified early and very effective systems help them cope with their difficulties and settle to work. Good guidance and support is also provided for pupils who have learning difficulties. Child protection procedures are effective. Pupils know who to turn to if they have a problem or concern and are confident that help and support will be there. Recent improvements to the way pupils’ work is checked and recorded are being used increasingly to improve the match of work to individual needs. Effective strategies for engaging pupils in evaluating their

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Grade: 2

own work are evident throughout the school but not yet used consistently by all staff.

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Grade: 2

Leadership and management are good and are the result of the excellent role model provided by the headteacher. Her rapid and insightful evaluation of the school and its needs has identified the key areas in need of development for standards to rise. 4 Inspection Report: Manor Park Church of England First School, 23 March 2006 to 24 March 2006 She has created a clear sense of direction and purpose through her passionate commitment to establishing an enjoyable and creative curriculum that stimulates pupils’ good learning. Good leadership is also evident in the work of the senior management team particularly in their involvement in the reception classes and in Years 1 and 2. There have been difficulties in the leadership of the older classes due to long-term sickness, which has slowed development, but there is now a strong sense of the whole school moving forward. Essential systems for monitoring pupils’ learning

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Grade: 2

have been quickly put into place. The information is analysed very well by the headteacher and the resulting discussions with staff have led to greater recognition of what pupils need to do in order for them to reach their potential. This has led to challenging targets being set and attained by pupils with the result that standards are rising. The governors are now well informed and involved. They are developing their role satisfactorily and are becoming more aware of the school’s strengths and areas of weakness. Partnership with parents is good. They are very supportive of the school and are kept well informed and involved. The school has coped well with the reorganisation of classes made necessary by increasing financial difficulties. These budget concerns are now being addressed and resources for learning are much improved. After a slow start, improvement since the previous inspection is now moving

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Grade: 2

quickly and there is a secure capacity for further improvement. 5 Inspection Report: Manor Park Church of England First School, 23 March 2006 to 24 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: Manor Park Church of England First School, 23 March 2006 to 24 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 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 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 3 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 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 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

Dear Children I am writing to say thank you for making us feel welcome in your school and for helping us with our questions. We really enjoyed chatting to you and found everything you said very interesting. I thought you would like to know what we found out about your school. What we liked about the school: • You are happy at school and enjoy your lessons. • You get on well with each other and the adults in the school. • You behave sensibly and are kind to each other. • We think you try hard to do well in your work. • You know about keeping healthy and safe. • You are given lots of opportunities to take responsibility and you do it well. • You have lots of good ideas about how to make the school better and you help lots of other people with your fundraising. • The teachers look after you well and help you feel safe and secure. • There are many interesting things for you to do that make your learning fun. What we have

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Text from letter to pupils explaining the findings of the inspection

asked the school to do: • We have asked the teachers to ensure that you all have the best teaching and interesting things to do so you get on well. • We have asked the staff to keep a close eye on how well you are doing in your work so they know which activities plan so you make good progress, and to help you know what to do to make your work better. Thank you again for being so polite and helping us. Yours sincerely Mrs Callaghan (Lead inspector) Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 www.ofsted.gov.uk

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