Liss Junior School

115925 Unique Reference Number Hampshire LEA LEA 279702 Inspection number 21 September 2005 to 22 September 2005 Inspection dates Peter Thrussell AI Reporting inspector

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

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Hillbrow Road School address Primary Type of school Liss Community School category Hampshire GU33 7LQ 7 to 11 Age range of pupils 01730892292 Telephone number Mixed Gender of pupils 01730892292 Fax number 243 Number on roll Mrs Caroline Pritchard Chair of governors The governing body Appropriate authority Mr A Burford Headteacher 1 February 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279702 21 September 2005 - 7 to 11 22 September 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

The school is an average sized junior school set in the large village of Liss. It benefits from a modern, spacious open plan building. Most of its pupils are white British with very few from minority ethnic backgrounds. The proportion of pupils with learning difficulties and disabilities is average. The majority of pupils transfer from the adjoining infant school; a few pupils transfer at the end of their time in neighbouring first schools.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Liss Junior School, 21 September 2005 to 22 September 2005

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Grade: 2

The school judges itself to be excellent. Although there are some extremely strong features, for example the high quality, broad and enriched curriculum, inspectors judge it to be a good and effective school which provides good value for money. Pupils make good progress because teaching is good. In addition, pupils are cared for and supported well. Staff pay close attention to their personal development and well-being, which is outstanding. This enables them to become confident learners and responsible members of the school community. Pupils take care of each other, are respectful to all and look after the school environment. The head teacher, supported effectively by the deputy head teacher and senior management team, provides good leadership. The school has made good progress on the areas for improvement reported at the last inspection. It demonstrates a good capacity to get even better. The leadership and

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Grade: 2

management check and evaluate the school's performance well. Through self evaluation, key areas for improvement are identified and determined action taken to improve standards. However, ways for measuring the success of planned improvements are not always clear. Information from assessments is not used as fully as it might be to identify trends in pupils' progress, assist teachers with their planning and keep pupils informed about how well they are doing.

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What the school should do to improve further

* Make full use of assessment data to identify trends in pupils' progress, and keep pupils better informed of the progress they are making.* Ensure the ways of measuring the success of planned developments are clear to all.

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Grade: 2

Attainment on entry in Year 3 is generally above average but this varies from year to year depending on the knowledge, skills and understanding of pupils in the year group. This variation, as well as a high number of pupils joining the school in Year 6, accounts largely for a dip in overall standards between 2002 and 2004. The falling trend was not recognised fully by the school. That said, standards are above average and national test results in 2005 are better than in the previous two years. Determined action is being taken to enhance pupils' skills in writing and bring about higher standards in English. The school sets challenging targets for pupils to reach by the time they leave the school. They usually meet them, but need more information from teachers about how to make faster progress. Pupils make good progress because of good teaching, sound assessment procedures and a very broad curriculum that meets their needs

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Grade: 2

effectively. Higher attaining pupils work hard throughout the school to maintain their high levels of achievement. They have good opportunities to apply their literacy and numeracy skills throughout the curriculum to consolidate and extend their learning. The strong support provided for pupils with learning difficulties and disabilities enables them to gain the essential skills they need for learning and to access the full curriculum. 2 Inspection Report: Liss Junior School, 21 September 2005 to 22 September 2005

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Grade: 1

Inspectors agree with the school's judgement that pupils' personal development and well-being are outstanding. Social development is excellent, based on mutual respect and understanding. Children enjoy school very much, cooperate really well with each other and benefit from opportunities to build relationships with those older and younger than themselves. One parent said that their child had really grown up and developed their personality since coming to the school.The majority of pupils attend regularly and behaviour is good. As a result, pupils learn quickly in a happy atmosphere. Pupils' spiritual, moral and cultural development is good. They know that a clear moral framework underpins their life at the school and helps them to make a positive contribution to the community. They also know that they have the scope to make decisions for themselves and must take responsibility for their actions. One pupil said

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Grade: 1

that being allowed to use the library scanner to withdraw reading books was a 'privilege'. The school is aware of the importance of developing pupils' ability to live harmoniously in a multi-cultural society and has introduced activities to support this successfully.The school provides a safe environment for children's learning and encourages them very strongly to lead healthy lives, for example by providing organic food and enabling many of them to participate in sports. A charity walk around the school's beautiful grounds, was supported very well by parents and grandparents and promoted real enjoyment of physical exercise. The school's links with local groups enable many pupils to contribute to their community. They all learn about decision making and democratic processes through the active working of the school council. Pupils in Year 6 explained that this helps them to become 'mini adults'.

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Grade: 2

Teaching and learning are good overall, although some is outstanding. A particular strength is the way in which planning, deployment of support staff and pupils' responsible attitudes combine to support very good management of learning in classes where ages and abilities are mixed. Pupils use information and communication technology (ICT) very effectively to enhance their understanding, benefiting from the fact that computers are readily available. All teachers and support staff communicate caring attitudes and these, alongside clear explanations and engaging activities, ensure that children learn well over time. Individual learning needs are generally identified well, and overall pupils of all abilities make good progress in relation to their capabilities. However, the school recognises the need for teachers to inform the pupils more about the progress that they are making. 3 Inspection Report: Liss Junior School, 21 September 2005 to 22 September 2005

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Grade: 1

The curriculum is excellent. The school makes full use of its highly attractive location and premises, and ensures that all learning programmes respond to local environment and community links at the same time as they meet external requirements. Teachers plan carefully in order to make links between subjects so that pupils learn to use their new skills in a range of contexts. This planning also takes great care to match learning activities to the needs of the pupils. There is an exciting variety of activities available for pupils to do outside school time. Pupils speak highly of these, especially the sporting opportunities. Parents praise the diversity of the clubs that include gardening, chess and drama.

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Grade: 2

The school judges care, guidance and support as outstanding, but inspection shows that it is good, with very good features. Provision for both care and support is excellent. This is because all the adults in the school know the pupils very well and care for them very effectively. The headteacher has established a very positive and respectful atmosphere and pupils take great care of each other as well as of the school environment. Pupils from minority ethnic backgrounds are fully integrated and included in all the school's work. The school, strongly supported by governors, communicates very well with parents. Arrangements for safeguarding children's welfare are very good.Guidance is good because teachers measure pupils' progress and the school keeps full records of the levels they have reached and those they should aim for. However, teachers do not tell the pupils clearly enough about how well they are doing

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Grade: 2

and exactly what they should do in order to meet challenging targets.

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Grade: 2

The headteacher provides good leadership, and is supported well by other managers. The school's main aim, 'Learning for Life', is truly reflected in its emphasis on independent learning and responsibility. To this end, the school develops good literacy and numeracy skills, encourages the use of ICT, provides many enrichment activities and stresses community involvement. This also promotes pupils' enjoyment in learning and economic well-being successfully.The school's graduate training programme and use of newly qualified teachers has provided fresh impetus to teaching and helped to maintain stability among the staff. Monitoring systems are good. Lessons are regularly observed and areas for improvement identified accurately. The progress made by pupils is carefully checked. However, the school does not make enough use of the tracking data to identify trends in progress, provide teachers with levels of attainment to further

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Grade: 2

aid their planning, and to keep pupils themselves better informed of the progress they are making.The school's self-evaluation is largely accurate and takes good account of the views of parents and pupils. It identifies key areas for development, for example 4 Inspection Report: Liss Junior School, 21 September 2005 to 22 September 2005 raising standards in writing. Although the school recognises the success of changes it has implemented, it provides few criteria for measuring this success easily.The work of the governing body is good. Governors give the school effective support and make sure that statutory requirements are met. They are well informed about standards but do not sufficiently recognise the importance that should be given to pupil progress as a measure of the school's success.Finance is carefully controlled. Resources are very good and the accommodation outstanding. The layout supports teaching and learning

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Grade: 2

and personal development very effectively. 5 Inspection Report: Liss Junior School, 21 September 2005 to 22 September 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: Liss Junior School, 21 September 2005 to 22 September 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 NA 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 2 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 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 1 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 2 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

Thank you for welcoming us to your school and telling us about your work. We liked these things the most:* You work very hard and enjoy your lessons.* You are learning new things more quickly than in some other schools.* Your teachers and classroom assistants are very careful to help you if you do not understand.* You behave well and are a pleasure to talk to.* The school expects you to work sensibly without always having someone looking over you.* You make healthy choices and the school encourages you to exercise.* Your school plans lots of exciting and challenging things for you to do.* Your headteacher and deputy headteacher lead the school well. We have asked your school to work on these things now:Use the information that they have on how well you are doing to:* Give you goals to work towards and to share them with you.* Let you know more about what you each need to learn to reach your goals and help teachers

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Text from letter to pupils explaining the findings of the inspection

as they plan to support you all in achieving them.* Check that you are all doing as well as you can.We did enjoy visiting your school and watching you learn. We hope you continue to do well and enjoy the things the staff do for you.

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