Soudley SchoolOfsted inspection, 21 Jun 2006

115521 Unique Reference Number Gloucestershire LEA 279616 Inspection number 21 June 2006 to 21 June 2006 Inspection dates Martin Kerly AI Reporting inspector

p.1

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

p.1

Church Road School address Primary Type of school Soudley Community School category Gloucestershire GL14 2UA 4 to 11 Age range of pupils 01594 822004 Telephone number Mixed Gender of pupils 01594 822004 Fax number 80 Number on roll Ms J Sykes Chair of governors The governing body Appropriate authority Mrs P Howell Headteacher 20 November 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 279616 21 June 2006 - 4 to 11 21 June 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

The school is much smaller than average. Each of its three classes has pupils from two or three year groups. It serves a small and relatively isolated village which includes families from a wide range of socio-economic backgrounds. Almost all pupils are White British and all speak English as their first language. The proportions of pupils with learning difficulties and/or disabilities and with statements of special educational need are higher than the national averages. The school recently gained the Healthy Schools and Artsmark awards.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006

p.3

Grade: 2

This is a good school. The appointment of the current headteacher and other changes to the teaching staff are the most significant factors which have led to recent substantial improvements. The school has good systems for checking its performance and an accurate view of its effectiveness. Its capacity to improve further is also good. The achievement of pupils, including those with learning difficulties and/or disabilities, is good following a period when younger pupils did not achieve well enough. This is a result of improved teaching, which is now good because teachers usually provide work matched to the needs of different groups and very effectively promote their pupils’ personal development. Many children start school with skills below those usually found for their age. Standards by the end of Year 6 are broadly in line with the national average but are lower in English and information and communication technology (ICT).

p.4

Grade: 2

Some pupils have not caught up fully from the period when they were not making enough progress in school. Pupils’ personal development is good and their cultural development is excellent as a result of the outstanding quality of the many additional curricular experiences provided. The extended and refurbished building and grounds strengthen the overall provision. Within a good overall curriculum, more use needs to be made of ICT in some subjects to support learning. The provision for Reception and Years 1 and 2 is satisfactory but constrained by the shared classroom, limiting targeted teaching, and lack of direct access to outdoor facilities. The school provides good care, guidance and support for all pupils and is exceptionally well led by the headteacher. It provides good value for money.

p.4

What the school should do to improve further

Raise standards further in all aspects of English. Review the organisation and provision for pupils in Reception and Years 1 and 2 to more accurately meet their exceptionally wide-ranging needs. Raise standards and improve the use of ICT across the curriculum.

p.4

Grade: 2

Achievement is now good after a period when it was inadequate in Reception and Years 1 and 2. Children enter school with a broad range of abilities but a relatively high proportion has skills below those usually found in speech, literacy and social and emotional development. Children’s progress in Reception has improved and is now satisfactory. Some children make good progress, especially in personal and mathematical development. Nevertheless, a significant number do not reach the nationally expected learning goals by the end of the year, particularly in language development. Pupils of all abilities are making good overall progress in Years 1 to 6, particularly in mathematics and science, and some of those with learning difficulties and complex needs achieve very well as a result of carefully planned programmes of support. Progress in English, whilst satisfactory, continues to be impeded by some pupils’ limited speaking and

p.4

Grade: 2

listening skills and their lack of confidence in writing. 2 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006 Despite current good achievement, some pupils have not yet caught up with their full potential following inadequate achievement during their early years in the school. Standards are below the national average in English. Standards in mathematics and science are in line with the national average. Standards in ICT are improving but remain below national expectations. Last year, almost all pupils met their challenging targets and most are on track to do so this year.

p.4

Grade: 2

Pupils’ personal development and well-being are good. Pupils enjoy coming to school and their attendance is good. Children in Reception make good progress in their social and emotional development, frequently from low starting points. Pupils behave well in lessons and around the school and demonstrate care and consideration for others through, for example, their commitment to the buddy system and the support given to their peers when experiencing emotional difficulties. One pupil-buddy said to an inspector ‘We hear both sides of the story and help them work it out for themselves.’ Pupils’ spiritual, moral, social and cultural development is good overall. Their cultural development is excellent, helping them to enjoy school. They are inspired by experiences such as attending the Cheltenham Literary Festival, the visit to France and video conferencing with a school in Pakistan, all helping to widen their appreciation

p.5

Grade: 2

of the world. Pupils feel secure and well cared for and have a good awareness of how to ensure their own health, safety and fitness. School councillors and other older pupils take pride in the contributions they make, for example, through decisions by the school council, and in their participation in local events and festivals. Pupils gain satisfactory levels of skills they need for the next stage of their education but some lack confidence in their ability to work independently and in using ICT.

p.5

Grade: 2

Recent staff changes have contributed to the improved quality of teaching and learning, which are now good. Teachers plan well for their mixed year group classes. In most lessons, they provide work which is carefully matched to the needs of specific groups of pupils. This sometimes involves moving small groups of pupils from one class to another to work alongside pupils with similar levels of understanding. Pupils with learning difficulties are taught well by teachers and teaching assistants, using detailed information from assessments about their specific needs, and providing well structured support. This enables them to learn well, particularly in mathematics. Learning in the class for children from Reception and pupils in Years 1 and 2 is constrained by the large number in the class. Despite some good teaching in this class, pupils do not always receive sufficient direct teaching to ensure they learn well. Pupils respond well

p.5

Grade: 2

to the teachers’ increasing use of ICT in lessons but the new equipment is not always used to full advantage. Teachers are developing a variety of assessment techniques 3 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006 and make good use of assessment information in planning lessons and in developing literacy and numeracy targets for groups of pupils. Teaching and learning have been further supported by the recent significant building improvements.

p.5

Grade: 2

The curriculum is good and the quality of other activities is outstanding. Provision in Reception is satisfactory, and good for personal and social development, but the quality of experiences for the children in Reception and pupils in Years 1 and 2 is restricted by sharing a classroom and, for Reception children in particular, by having relatively limited access to the outdoor area. The curriculum includes all the subjects in the National Curriculum and is adapted to meet the specific needs of pupils with complex needs and learning difficulties and/or disabilities. A rolling programme of topics covered in each subject successfully ensures progression in the mixed year group classes. The use of ICT has increased. Sometimes, it is used well, but it is not used consistently to support other subjects. There are good club activities after school and excellent enriching experiences which motivate pupils, for example, the school

p.6

Grade: 2

pilgrimage to Gloucester Cathedral and residential visits in Years 4 and 6. The recent building programme and development of the grounds has increased the pupils’ opportunities, for example, refurbished classrooms with better facilities, the new amphitheatre to develop speaking and listening skills and the ‘Trim Trail’ to promote fitness.

p.6

Grade: 2

The school provides good care, guidance and support for the pupils, all of whom are well known by the staff. One pupil told an inspector ‘We are like one big family here.’ The staff team works closely with pupils’ families and other agencies to meet the needs of vulnerable pupils with complex needs. Good induction and transfer procedures support pupils well when they join the school and transfer to secondary school. There are effective systems for child protection and ensuring the safety of pupils. Very good records are kept of pupils’ academic and personal progress and these are used to set short-term learning targets for individuals and groups, but not all the pupils are clear about these targets or about their relevance to current lessons, despite their high profile in classrooms.

p.6

Grade: 2

Leadership and management are good, having improved significantly in the last two years. This view is endorsed by almost all parents. The headteacher provides exceptionally clear leadership. She is resolute in her determination to raise pupils’ achievement and the quality of their experiences, and has high aspirations for all pupils and expectations of staff. The role of subject leaders is developing well and they take 4 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006 responsibility for monitoring aspects of their subjects and reporting to governors. Their relative inexperience in observing lessons means that they are reluctant to provide feedback to colleagues. The provision for pupils with learning difficulties and/or disabilities is very well managed and leadership of the Foundation Stage is satisfactory. Good monitoring and evaluation procedures include the use of the excellent data

p.6

Grade: 2

systems for tracking the academic progress of individual pupils. The comprehensive and robustly implemented systems for checking on the performance of the school, including the quality of teaching, have helped raise standards and the quality of provision following a period of weakness in several important aspects. The school successfully promotes equal opportunities and the involvement of parents in the school. The small staff team is heavily reliant on the headteacher’s leadership but the school is well placed to maintain its current good rate of improvement. Governance has improved and is satisfactory following the appointment of several new governors and an energetic and committed chair. A recently introduced programme of governor visits is a good step towards a greater understanding of the school’s overall performance. 5 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006 .

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Soudley School, 21 June 2006 to 21 June 2006

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

learners?

NA 2 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

p.9

Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

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

p.9

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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 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 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

A team of two inspectors visited your school recently to find out how well the school is doing. Thank you for making us so very welcome. We thoroughly enjoyed talking to you and seeing some of your work. I am pleased to say that for lots of reasons we found that Soudley Primary is a good school. Here are some of the most important things that we found to be good: you work hard in lessons and make good progress you behave well and care a lot about helping and supporting each other the teachers give you work which is interesting and is not too hard or too easy the school arranges some brilliant activities and experiences for you beyond the classroom everyone who works in school makes sure you are safe and well cared for your headteacher works exceptionally hard to improve the school. To improve the school still further, we have asked the headteacher, staff and governors to work together to do three things:

p.11

Text from letter to pupils explaining the findings of the inspection

help you to make more progress in literacy with speaking and listening, reading and writing think about ways of improving the arrangements for those of you in Class 1 make better use of the computers and other equipment to help you improve your information and communication technology skills. Thank you for your help in the inspection.

p.11