Stow-on-the-Wold Primary School

Inspection Report Stow-on-the-Wold Primary School

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115540 Unique Reference Number Gloucestershire LEA 279622 Inspection number 29 November 2005 to 29 November 2005 Inspection dates Patricia Davies RISP Reporting inspector

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

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St Edward's Drive School address Primary Type of school Stow-on-the-Wold Community School category Cheltenham, Gloucestershire GL54 1AW 4 to 11 Age range of pupils

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01451 830784 Telephone number Mixed Gender of pupils 01451 830784 Fax number 125 Number on roll Mr Dick Glazier Chair of governors The governing body Appropriate authority Mrs Rebecca Scutt Headteacher 17 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279622 29 November 2005 - 4 to 11 29 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

Stow-on-the-Wold is a small primary school and pupils are taught in mixed-age classes. The number of pupils attending has grown in recent years. Most pupils are from White British backgrounds, but pupils from other ethnic groups have increased. Almost all pupils are of White British origin and are fluent in English. The school also has pupils from Exclusive Brethren families. The proportion of pupils with learning difficulties has increased, and is average. When pupils join the reception class, their attainment is below expected levels. There have been changes to staff in the last three years. The headteacher joined the school three years ago.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Stow-on-the-Wold Primary School, 29 November 2005 to 29 November 2005

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Grade: 2

Stow-on-the-Wold Primary is a good school, and offers good value for money. The school takes a more modest view of its effectiveness and judges the school’s effectiveness as satisfactory. This judgement reflects the headteacher’s determination to make sure that good teaching and learning are firmly established right across the school. In this, the school has been successful. All pupils achieve well in response to good teaching, although expectations could sometimes be higher, particularly for the more able. Pupils in the reception group are taught well and, having joined the school with below average attainment, make good progress. By the time pupils leave the school at Year 6, standards are broadly average. Pupils enjoy a wide range of stimulating learning opportunities and benefit from good quality care and guidance. The school’s leadership is energetic and determined. It has gained the wholehearted satisfaction of parents and secured a greater role in the local

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Grade: 2

community. The overall level of improvement has been good, and is based firmly on close and careful checks of the school’s work. Senior management has a clear understanding of what must be done to develop further. Achievements so far show the school is well placed to move forward. Governors are highly supportive, but are not yet sufficiently involved in planning the school’s future and monitoring what it does.

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What the school should do to improve further

•ensure that learning targets are reviewed regularly and work is always challenging so that expectations of achievement are as high as they can possibly be, particularly for those who are more able •increase the involvement of governors in checking the school’s academic performance and planning its future.

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Grade: 2

Academic achievement is good. From a starting point that is below expected levels when pupils join the school, they make consistently good progress through the reception group and Years 1 and 2. Standards are average in reading and mathematics by the end of Key Stage 1. However, in response to particular weaknesses in language and literacy among reception-aged pupils, the school has given close attention to improving writing skills. As a result, standards in this subject are above national average by the end of Key Stage 1. Until very recently, the results of national tests taken by Year 6 pupils have indicated that the school has been less successful at maintaining good progress in Years 3 to 6. Shortcomings have been tackled successfully through the analysis of information about pupils’ attainment. This strategy pinpointed areas of weakness and helped to adjust planning. The first indication of improvement was the considerable increases in the

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Grade: 2

Year 6 test results in English and mathematics in 2005. Inspection evidence, taken 2 Inspection Report: Stow-on-the-Wold Primary School, 29 November 2005 to 29 November 2005 from pupils’ work and from lessons this term, shows that good progress is being maintained across Years 3 to 6. Targets are suitably challenging for most pupils, and the attention given to improving writing and mathematics is effective. Standards in the current Year 6 are broadly average in English and mathematics. Standards in science are above national expectations. However, although expectations have been raised, some pupils could still sometimes be challenged further, particularly the more able.

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Grade: 2

This area of the school’s work is good, as demonstrated in pupils’ good behaviour and their enthusiasm about the school’s activities. As one pupil said ‘It’s just a great school!’ Many pupils take part in a wide range of sporting activities, and all show a good understanding of the need to live a healthy lifestyle. The many opportunities to consider health and safety issues ensure that pupils are well aware of personal safety. Attendance is broadly average. Pupils appreciate the serious consideration given to their views. They take pride in planning improvements, which give them opportunities to work as a team. Pupils consider how best to use money they have collected from fund-raising activities. In this way, they begin to gain skills and understanding that will stand them in good stead for adult life. Independence is also encouraged during practical activities in subjects such as science. Spiritual, moral, social and cultural development is good.

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Grade: 2

There are many opportunities for discussion and reflection. Strong links with the local community nurture relationships and a sense of responsibility in a wider sphere. The school is conscious of the need to introduce pupils to cultures beyond their own. Good opportunities, given through arts and creative activities and in subjects such as geography and religious education, ensure that they have a growing understanding of traditions in other parts of the world.

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Grade: 2

Teaching and learning are good. Pupils make a strong start in the reception group where routines are clear and they are encouraged to develop independence and confidence. Good teaching exists right across the school. Pupils are expected to complete a good amount of work, and they always rise to the challenge. They concentrate well in lessons, even when they might be a little frustrated, for example, by technical difficulties with computers. Activities are interesting and varied, and questioning is directed at all pupils, including the quieter ones. The quality of marking is a particularly strong feature of teaching, because pupils have consistent feedback on how they can make their work better. Sometimes, this feedback becomes a valuable dialogue between pupil and teacher. Activities are usually well-matched to pupils’ 3 Inspection Report: Stow-on-the-Wold Primary School, 29 November 2005 to 29 November 2005

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Grade: 2

abilities, but are sometimes not quite challenging enough. For example, more able pupils could sometimes be asked to complete more demanding tasks.

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Grade: 2

The curriculum is good, particularly because the school does much to enrich and broaden pupils’ learning. Pupils remarked on how much fun it gave them. The school’s ‘special weeks’, for example, are stimulating and varied, and include practical and creative activities that energise pupils and staff. The school notes pupils’ full attendance during these occasions! This practical approach to learning has yet to be fully introduced across the day-to-day curriculum. Pupils are enthusiastic about science, where learning is effectively promoted through investigations. Good attention is given to extending basic literacy, numeracy and information and communication technology (ICT) skills, and these are often skilfully linked with other subjects. Significant improvement to ICT resources and curriculum planning is already having an impact on the confidence of teachers and pupils. The curriculum for reception pupils is well planned, and has

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Grade: 2

been enhanced by the development of an outdoor learning area, which encourages pupil’s imagination, social skills and independent learning. An interesting range of visits, residential trips in Years 2 and 6, sporting and out-of-school activities and visitors, all widen pupils’ experience.

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Grade: 2

Care, guidance and support are good. Pastoral care is strong, and enhanced through good links with outside agencies. The development of ‘drop-in’ and community facilities offers additional support for families and vulnerable pupils. Health and safety routines are securely in place, and procedures for child protection are clear and widely understood. Pupils’ understanding of health and safety is developed through a well-planned curriculum for sex and drugs education. Older pupils are encouraged to debate real life issues, such as bullying. Good attendance is celebrated by giving awards, and absence is monitored carefully. Parents are especially appreciative of the school’s care. As one parent remarked, ‘Staff treat children with respect and kindness.’ Special attention is given to meeting the needs of pupils from Exclusive Brethren families and those from minority ethnic and Traveller backgrounds. As a result, these pupils are a

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Grade: 2

well integrated part of the school community. Academic guidance and support are good. The strongest feature is the care given to marking pupils’ work and pointing to what could be improved. Pupils know their learning targets for English and mathematics. However, although these are reviewed throughout the year, they are not always checked frequently enough. As a result, sometimes, pupils’ attainment has already outstripped their learning targets before their targets are changed. 4 Inspection Report: Stow-on-the-Wold Primary School, 29 November 2005 to 29 November 2005

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Grade: 2

Leadership and management are good. The driving force behind improvement is the energy and high expectations of the headteacher. Parents recognise her influence, and are very satisfied with the school. Key teachers are actively involved in promoting academic achievement. A good knowledge of the school’s strengths and shortcomings has been gained from detailed analysis of what is happening and from much consultation with parents and others. The school has been keen to make sure that good progress is established in all year groups so that it can be confident that it is effective. Inspection evidence shows this positive position has been secured, which indicates that the school is able to continue this good rate of improvement. Governors are well organised and greatly supportive. They ensure that the school has the resources it needs to do well, and are responsive to ideas for making further improvements. One such suggestion was for more attention to be given to gifted and

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Grade: 2

talented pupils. As a result, the school is now part of a local initiative aimed at encouraging this group of pupils. Governors make formal visits to the school, but their monitoring activities are not yet extensive enough to allow them to play a full part in checking and influencing the school’s academic achievements. 5 Inspection Report: Stow-on-the-Wold Primary School, 29 November 2005 to 29 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: Stow-on-the-Wold Primary School, 29 November 2005 to 29 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 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 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 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

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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

Stow-on-the Wold Primary School St Edwards Drive Stow-on-the-Wold Cheltenham Gloucestershire GL54 1AW 29 November 2005 Dear Children Thank you for being so friendly and welcoming during our visit to your school. This letter is to tell you about what we found out about your school while we were with you. What we like about your school: •Your school has worked hard and successfully to make sure that you all do well, that learning is fun and you enjoy your activities •You all behave well, concentrate hard and do a lot of work •You particularly like practical activities, like those you do in science and during ‘special weeks’ •Staff take good care of you and make sure that you have lots of advice about how to make your work better. What we have asked your school to do now: •Ensure that you are always challenged to do your very best, including those of you who find work easy •Help your governors to get to know more about your work and progress so that

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Text from letter to pupils explaining the findings of the inspection

they help the school even more than they do now. We wish you all the very best in the future. Yours sincerely Patricia Davies Lead Inspector

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