Hove Junior School

Inspection Report West Hove Junior School

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114403 Unique Reference Number Brighton and Hove LEA 279378 Inspection number 4 October 2005 to 5 October 2005 Inspection dates Jacqueline Ikin RISP Reporting inspector

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

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Portland Road School address Primary Type of school Hove Community School category East Sussex BN3 5JA 7 to 11 Age range of pupils 01273 388800 Telephone number Mixed Gender of pupils 01273 887768 Fax number 489 Number on roll Chair of governors The governing body Appropriate authority Mrs Teresa Rawlings (deputy) Headteacher 6 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279378 4 October 2005 - 7 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 three inspectors.

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Description of the school

West Hove Junior School is a large junior school catering for pupils aged from 7 to 11 on the edge of Hove. Four hundred and ninety eight pupils are on roll and there are four classes in each year group. The majority of pupils come from White British backgrounds but Indian, Bangladeshi, Pakistani and Black African heritages are also represented. The number of pupils who speak English as an additional language is a little above average. The number entitled to free school meals is broadly average, as is the number of pupils who have learning difficulties and disabilities. Fewer than average have a statement of need.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: West Hove Junior School, 4 October 2005 to 5 October 2005

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Grade: 3

The inspection findings are that the school provides its pupils with a satisfactory education and the school agrees with this. Most pupils, including those from minority ethnic groups and those with English as an additional language, make satisfactory progress and standards are above average. The teaching and learning are satisfactory. There are small pockets of good teaching, and reading is generally well taught. A lack of precision in the planning prevents most teaching from being good and some of the higher-attaining pupils do not always achieve as well as they should. Pupils who have difficulties with learning are given well planned support. The leadership and management of the school are satisfactory. The headteacher and assistant headteacher provide good pastoral leadership. They have successfully sustained a positive atmosphere for learning in the school and ensured a good level of care and support.

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Grade: 3

The children make good progress in their personal and social development and their attitudes and behaviour are good. Most of the weaknesses in the last report have been put right but, as the school itself recognises, more needs to be done in assessment and target setting and in the use of the data that it collects to plan for improvements. The school has a sound basis for moving forward and gives satisfactory value for money. Grade: 3

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What the school should do to improve further

• increase the amount of good teaching and make assessment more precise to plan more effectively for the pupils’ different needs, particularly those who are capable of high achievement • make more rigorous use of data and other information to set challenging targets for pupils and review these regularly • analyse the outcomes of its work to set the right priorities for further improvement.

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Grade: 3

The school has maintained above-average standards in English and mathematics over the last four years. Standards in science have improved since the last inspection as a result of a greater emphasis on experimental work, and are now above average. Pupils’ progress is satisfactory in relation to their starting points on entry to the school. In reading, they achieve well. They make the best progress in some Year 4 classes where there is very precise planning based on careful assessment. In other classes, progress is satisfactory as a result of the systematic use of national curriculum guidance. Most pupils reach the annual targets set for them, although these targets are not always challenging enough, particularly for those capable of attaining high standards. Pupils who have disabilities or learning difficulties achieve satisfactorily in relation to their different needs, as do those pupils for whom English is an additional language.

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Grade: 3

2 Inspection Report: West Hove Junior School, 4 October 2005 to 5 October 2005 Grade: 3

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Grade: 2

The pupils enjoy coming to school. They feel safe and well cared for. Attendance is satisfactory. The pupils say that they find lessons interesting and enjoyable, particularly when they have opportunities to experiment and to research. Their personal development, including their spiritual, moral, social and cultural awareness, is good. They appreciate the recent changes in the school’s approach to managing their behaviour and think the new system of rewards is having a positive effect. It is demonstrated in the good behaviour of the vast majority. The school council gives all pupils a chance to contribute to their school and to ‘have a say’, for example, in suggesting ideas for rewarding good behaviour. Pupils adopt healthy lifestyles. They have a secure awareness of safety, such as when using equipment in science or physical education. Their good social skills, together with their basic competence in

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Grade: 2

communication, literacy and numeracy, prepare them well for their future economic well-being. Grade: 2

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Grade: 3

The quality of teaching and learning is satisfactory and some good teaching takes place. The good support given to pupils who are in the early stages of acquiring English as an additional language is successful in ensuring that they have access to the curriculum. In addition, the good attention given to the development of pupils’ reading skills results in both boys and girls having an enthusiasm for books. The teaching of science has improved since the last inspection as has the setting of homework, both of which contribute to the standards that the pupils reach. The headteacher and assistant headteacher have rightly identified that planning for the wide ability range is a shortcoming in many classes and that this is limiting the progress that some pupils make, particularly those who are higher attainers. However, good planning occurs in some classes in Year 4, where the teachers use assessment effectively to build on

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Grade: 3

previous learning and tailor the work to pupils’ different needs. Though assessment has improved since the last inspection, the school recognises that more needs to be done. Except for some good practice in Year 4, the children do not receive clear enough guidance on how to improve their work. The school has identified that its procedures for keeping track of the pupils’ progress by using all the data at its disposal are not yet rigorous enough. Grade: 3 3 Inspection Report: West Hove Junior School, 4 October 2005 to 5 October 2005

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Grade: 3

The school’s planning ensures that pupils acquire the necessary basic skills in literacy, numeracy and information and communication technology and this soundly supports their learning in other areas of the curriculum. All the subjects the national curriculum are systematically taught. The curriculum serves most pupils’ needs well. The work and support provided to less able pupils, those with special educational needs and those for whom English is an additional language, allows them to make as much progress in relation to their abilities as others. However, at times the day-to-day work does not fully stretch the more able pupils. A wide range of activities outside the classroom, such as educational visits and after-school clubs, gives pupils good, enjoyable opportunities to extend their learning. Good links with community cultural and sporting organizations, such as Brighton and Hove Albion soccer club, further enrich pupils’ education. Grade: 3

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Grade: 3

This area is satisfactory and the majority of parents and carers also agree that it is. The school has strengthened its commitment to care for, guide and support all its pupils, including those with learning difficulties and disabilities and those for whom English is an additional language. Child protection procedures are good and pupils who are either at risk or vulnerable are quickly identified, carefully monitored and supported well. The school works successfully with outside agencies to help these pupils. Health and safety procedures are satisfactory, with regular checks made to reduce risk. The good relationships and the approachability of staff contribute much to pupils’ enjoyment of school and to their progress. Pupils are confident that they have an adult to turn to should the need arise. They feel listened to, trust their teachers, and know that they matter as individuals. The quality of feedback that pupils receive about how

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Grade: 3

well they are doing with their school work varies across the school. Although it is good in some classes, in other classes pupils are not sufficiently aware of how they might do better in their work. As a result, they are a bit vague both about the specific steps they need to take to improve their work and whether they have achieved the targets that have been set for them. Grade: 3

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Grade: 3

The leadership and management of the school are satisfactory. The headteacher knows the pupils well and provides well for their personal development. Both he and the 4 Inspection Report: West Hove Junior School, 4 October 2005 to 5 October 2005 assistant headteacher have successfully sustained the positive ethos within the school which contributes to pupils’ positive attitudes to learning. Their leadership and management have contributed to standards being maintained since the last inspection. A good example of a recent enterprise to promote higher standards is the setting up of partnership with a local private school, initiated by the headteacher. Recent management decisions have improved provision for special educational needs and for pupils who speak English as an additional language and ensured that all pupils have equal access to learning. The quality of the school’s self-evaluation is satisfactory and provides the headteacher

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Grade: 3

and senior staff with a broad overview of its main strengths and weaknesses. The headteacher and assistant headteacher are right to identify that these procedures should be sharper in order to move the school forward at a faster pace. A wide range of useful data is available but the school is not yet sufficiently rigorous in analysing it to raise achievement and standards further. The school increasingly consults with parents to get additional information about how it should improve. The recent ‘inclusion survey’, led by a parent governor, is a good example of this. Governors discharge their responsibilities satisfactorily and give effective pastoral support to the school but they now need more rigorous ways of monitoring and evaluation. A curriculum sub-committee has been set up for this purpose. The school’s capacity for further improvement is satisfactory. The school is well regarded in the local community and has good links with the church.

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Grade: 3

It is developing closer links with the ethnic minority communities in the area. Grade: 3 5 Inspection Report: West Hove Junior 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: West Hove Junior 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 NA 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 3 How well do learners achieve? NA 2 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 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 3 The extent to which learners adopt healthy lifestyles NA 3 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 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 3 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

6 October 2005 Dear Pupils, Thank you for all the help that you gave to us when we inspected your school. Your views on how well you behave and the way that the school helps you to learn were very useful to us. We were particularly pleased to know how much you enjoy school, especially doing tests and experiments in science lessons. We believe that this is helping you to reach higher standards. It was also good to hear how much you enjoy reading and doing your homework, and to see how well most of you behave in lessons and in the playground. As well as talking to you, we looked at your work and saw some of your lessons. We also talked to you headteacher and to some of your teachers and looked at how well they plan work for you and check how well you are doing. This helped us to decide that the school looks after you well. Many of you work hard. However some work is too easy for some of you and you do not always know what your

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Text from letter to pupils explaining the findings of the inspection

targets are and what you need to do to make better progress. This is because it is not always explained to you as well as it should be. To put these things right, we are asking your headteacher and teachers to check how well you are doing more regularly and to ensure that you all have work that you find interesting and which helps you to make good progress. We are also saying that the school needs to make better use of all the information that it collects about how well you are doing to work out how it can make things even better for you. You can help in all of this by continuing to behave well and to work hard. Yours sincerely Jacqueline Ikin Lead inspector

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