Ropery Walk Primary School

Inspection Report Ropery Walk Primary School

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113993 Unique Reference Number Durham LEA 279291 Inspection number 16 November 2005 to 17 November 2005 Inspection dates Mr Andrew Scott Reporting inspector

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

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Ropery Walk School address Primary Type of school Seaham Community School category County Durham, SR7 7JZ 4 to 11 Age range of pupils 0191 581 3959 Telephone number Mixed Gender of pupils 0191 581 1734 Fax number 215 Number on roll Mrs G Bleasdale Chair of governors The governing body Appropriate authority Mr S Marshall Headteacher 1 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 279291 16 November 2005 - 4 to 11 17 November 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 additional inspectors.

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Description of the school

This is an average-sized primary school in a coastal town which has some areas of deprivation. Virtually all pupils are from White British families and the pupil population is fairly static. Most children begin school with skills and abilities that are below average. The number of pupils with learning difficulties and/or disabilities is higher than average. The current headteacher has been in post for only a short time.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Ropery Walk Primary School, 16 November 2005 to 17 November 2005

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Grade: 3

The school provides a satisfactory education for its pupils. This differs from the school’s view that it is good, but inspectors agree that the school is developing well at present and has a good capacity to go on improving. The clear direction and infectious enthusiasm of the headteacher have given the school a renewed sense of purpose and given the staff a collective will to improve. The quality of education in the Foundation Stage is satisfactory. Children achieve satisfactorily in the Reception class, but do not reach the goals expected of them by the end of the year. By Year 6, standards are average in English, but below average in mathematics and science, mainly because the more able pupils do not achieve as well as they could. Nevertheless, overall achievement is satisfactory. Teaching is satisfactory overall, but mainly good in Years 1, 2, 5, and 6 because the teachers expect more of learners. Pupils are keen to learn and they work hard in lessons;

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Grade: 3

their behaviour is excellent. Their personal development is good, especially their appreciation of healthy living. The curriculum is satisfactory overall, but the extra activities, visits and links with the community make an outstanding contribution to pupils’ learning. The school does not give pupils enough scope to work independently, and it could do more to develop literacy, numeracy and information and communication technology (ICT) across the curriculum. It takes good care of its pupils and they rightly feel secure and happy. Governance is satisfactory but governors are not doing enough to check how well the school is performing. Overall, though, the school is good at recognising its strengths and pinpointing the right areas for development. As a result, it has made good progress since the last inspection, particularly in its leadership and management. In view of pupils’ achievement, the school gives satisfactory value for

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What the school should do to improve further

• Raise pupils’ standards in mathematics and science by providing work that consistently challenges all pupils, especially the more able. • Provide more scope for pupils to work independently and to extend their skills in literacy, numeracy and ICT through other subjects. • Ensure that the governing body plays a more decisive part in monitoring and evaluating the school’s progress.

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Grade: 3

The school is right in judging pupils’ achievement as satisfactory. Children enter school with below average abilities, especially in language, and make satisfactory progress in the Reception year. This means that they do not achieve the goals expected of them and they enter Year 1 with attainment still below average. By Year 2, pupils are currently achieving well because most teaching is good in Years 1 and 2. Standards are average in reading and writing, but in mathematics they are below average because too few 2 Inspection Report: Ropery Walk Primary School, 16 November 2005 to 17 November 2005 pupils are likely to achieve the higher grades. By Year 6, pupils achieve satisfactorily overall. Recent disruptions to staffing helps to explain why standards in mathematics and science are below average. In addition, teachers do not consistently expect enough of pupils, especially the more able and do not encourage them enough to use their

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Grade: 3

own initiative in learning. In English, however, pupils achieve well and gain average standards because teaching focuses well on a new system of targets based on pupils’ individual needs. Pupils with learning difficulties and/or disabilities achieve satisfactorily, helped by extra support in lessons. This is mostly satisfactory, but often good when teaching assistants are skilfully deployed.

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Grade: 2

Inspectors support the school’s view that pupils develop well as individuals. Pupils clearly appreciate and enjoy their school; their good attendance underlines this. They work hard in lessons and are proud of what they do. They get on very well together and with adults, and are considerate and mature in their outlook. It is not surprising, therefore, that their behaviour is outstanding. Pupils are justified in saying that they feel very safe in school. They know precisely what to do if they are troubled and that teachers quickly sort out any problems. They rightly appreciate that the school’s very good counselling service helps them overcome personal worries. They develop good self-esteem and a broad awareness of their own and other cultures. Overall, pupils’ spiritual, moral, social and cultural development is good. Teachers use a range of exciting activities to ensure that pupils have an excellent

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Grade: 2

understanding of the importance of a healthy lifestyle. Pupils do not yet have enough say in the running of the school, although they know that the school welcomes and acts on their ideas, such as fundraising for victims of natural disasters. Plans for a school council are well advanced.

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Grade: 3

Teaching and learning are satisfactory overall, but mainly good in Years 1, 2, 5 and 6. In all classrooms, teachers create a good working atmosphere so that pupils want to work and wish to succeed. Similarly, teachers’ high expectations of behaviour pay dividends, and pupils do not need constant supervision when working on their own. In addition, teachers present new work skilfully so that pupils know exactly what they need to learn. Where teaching is good, teachers have better expectations of pupils and they maintain a brisker pace of learning in lessons. Teachers generate momentum in lessons and set clear deadlines so that pupils work quickly to complete their tasks. Importantly, they match work well to different needs so that pupils feel challenged. In the Reception class, Years 3 and 4, and sometimes elsewhere, teaching and learning are satisfactory. 3 Inspection Report: Ropery Walk Primary School, 16 November 2005 to 17 November 2005

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Grade: 3

Teachers do not expect enough from their pupils, especially the more able pupils. For example, in a Year 6 mathematics lesson, all pupils had to practise their times tables, even though some pupils already knew them. Sometimes, the pace of lessons is too flat to motivate pupils fully.

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Grade: 3

Inspectors agree with the school that the enrichment of the curriculum is outstanding. However, the overall curriculum is satisfactory. Throughout the school, each subject has a satisfactory framework, and teachers are gradually becoming more flexible in their approach. The good emphasis on learning the basic skills in literacy and numeracy is preparing pupils more soundly for their future education and life. The range of visits, visitors and activities, as well as the extensive links with the community, means that pupils are able to broaden their horizons appreciably. The new accommodation for sports, and also for art and design, is an added bonus. However, pupils miss valuable opportunities to extend their literacy, numeracy and ICT because teachers do not link subjects together enough. Furthermore, pupils have too few opportunities to develop independent learning skills. This is especially true for more able pupils, whose curriculum

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Grade: 3

is not consistently tailored to their needs.

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Grade: 2

Inspectors agree that the school takes good care of its pupils. There are secure procedures for child protection and to ensure that pupils play and work safely. The strong emphasis on a sensible diet and regular exercise helps them to adopt healthy lifestyles. Good links with outside agencies, such as speech therapists, ensure that pupils get all the specialist support they may need. Pupils greatly appreciate the quality of care they receive. Very good links with other schools strengthen teaching, the curriculum and transfer to secondary education. Parents are extremely supportive of the school and feel that their opinions are respected and acted upon. The school has satisfactory systems for checking how well pupils progress. Teachers, therefore, know where pupils need guidance, and they set appropriate targets for improvement. This has been successful in English and is just being applied to mathematics. The marking of pupils’ work is satisfactory, but the school is striving to

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Grade: 2

encourage teachers to be more consistent.

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Grade: 2

Inspectors agree with the school that it is well led and managed. All staff share the headteacher’s clear vision for the school. In his short time in post, his sensible ideas and creative energy have already strengthened the school. Its happy atmosphere inspires pupils to work hard. Senior teachers have an increasing influence on their 4 Inspection Report: Ropery Walk Primary School, 16 November 2005 to 17 November 2005 areas of responsibility; aspects of the curriculum are exciting, and links with the community are robust. As a result, standards are beginning to improve. The school is well aware of its strengths and areas for improvement. An analysis of pupils’ writing, for example, revealed exactly why standards have been low. The school has the right priorities to improve, although plans are not all sharply focused for best effect. The plans to improve numeracy, for example, do not spell out how to develop

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Grade: 2

pupils’ mental agility. The school uses its funds shrewdly to benefit the pupils, as can be seen in the new security fencing. Governance is satisfactory. Governors work hard and are supportive of the school. However, because they lack awareness of its shortcomings, they do not hold it to account rigorously enough. The school has made good progress since the last inspection. Leadership and management have improved; the educational direction is clearer, and development planning is better. Strengths, such as pupils’ behaviour, have been maintained and the key issues have essentially been tackled. The school is developing well and is in good shape to improve further. 5 Inspection Report: Ropery Walk Primary School, 16 November 2005 to 17 November 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: Ropery Walk Primary School, 16 November 2005 to 17 November 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 1 How well does the school work in partnership with others to promote learners' well-being? NA 3 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 1 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 1 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 www.ofsted.gov.uk Ropery Walk Primary School Ropery Walk Seaham County Durham SL7 7JZ 19 November 2005 Dear Children Thank you for the part you played in the inspection of your school. We very much enjoyed meeting you and getting to know your school. We believe your school gives you a satisfactory education and has many strengths: you are extremely well-behaved, thoughtful and good at carrying out your jobs you do well in English and you should be proud of having improved your writing your headteacher has improved your school; has the right ideas to make your school better, and is well supported by all the staff your teachers ensure you learn the right things, especially in Years 1, 2, 5 and 6 you benefit from some exciting visits, visitors, links with the community and other activities the school takes good care of you and we understand why you say that you feel safe at school;

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Text from letter to pupils explaining the findings of the inspection

you also know very well how to live and eat healthily you clearly like coming to school because your attendance is good. However, we feel that the school could still improve in three ways: teachers need to make sure that your work in lessons always challenges you, so that your standards in mathematics and science are as good as they are in English, especially for those of you who find these subjects easy teachers could improve your skills in literacy, numeracy and ICT by using them more in other subjects; you also need to have more chances to work on your own and explore your own ideas your governors need to be more involved in the school. I wish you and your school every success for the future. Yours sincerely, Andrew Scott AILead Inspector Annex B

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