Bidbury Junior School

116053 Unique Reference Number Hampshire LEA LEA 279734 Inspection number 14 March 2006 to 15 March 2006 Inspection dates Michael Pye AI Reporting inspector

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

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Fraser Road School address Junior Type of school Bedhampton Community School category Havant PO9 3EF 7 to 11 Age range of pupils 02392474513 Telephone number Mixed Gender of pupils 02392470430 Fax number 199 Number on roll Ms E Smith Chair of governors The governing body Appropriate authority Mr C Frost Headteacher 2 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279734 14 March 2006 - 7 to 11 15 March 2006 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 average sized junior school draws approximately a quarter of its pupils from a nearby andquot;Excellence in Citiesandquot; cluster. The number of pupils entitled to free school meals is below the national average. The overwhelming numbers of pupils are of White British background, and the number of pupils who do not have English as their first language is well below average. There are above average numbers of pupils who have learning difficulties or disabilities, although only one pupil has a statement of special educational need. There has been a recent period of high staff turnover. A temporary head teacher is in place during the prolonged absence of the previously appointed new head teacher.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Bidbury Junior School, 14 March 2006 to 15 March 2006

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Grade: 3

Inspectors agree with the school's judgement that it provides a satisfactory education for its pupils. The school's improvement in recent times is largely due to the effective leadership of the acting headteacher. She has made many changes that have benefited the school. Other managers now have an expanded role with a focus on improving standards and achievement. There is a shared sense that all staff are accountable for school performance. The focus on academic progress has been accompanied by the school building on its existing strengths in pupils' personal development and care. There is evidence that the changes are bringing about improvements in standards and achievement. In 2005, standards in mathematics and science were average, but significantly below average in English, in particular in writing skills. However the school has now adopted a robust approach to challenging under-achievement. This began with an emphasis

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Grade: 3

on developing positive pupil behaviour and attitudes. This has been successful and pupils behaviour is now good. Actions were taken to track pupils' progress more rigorously and this has led to more challenging work for pupils in lessons. Teaching is monitored conscientiously. However, there is still some inconsistency such as in the approach to informing pupils what they need to do to improve their grades. As a result a few pupils do not make the progress they should. The changes will take time to have a full effect, and in Year 6 for example, some pupils have not been able to fill the gaps in their knowledge from previous years. The personal development of pupils, together with the care and support of pupils, are good. As one parent wrote andquot;my child is enjoying school as she has a teacher she likes and respectsandquot;. The school makes use of a broad range of external links to help care for the pupils and support their learning. In particular, the pupils

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Grade: 3

benefit from some good sporting links with the local secondary school. There is a satisfactory capacity to improve which is reflected in the recent progress and continuing improvement in the school. It gives satisfactory value for money.

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What the school should do to improve further

* Improve standards and achievement in English, with particular reference to writing. * Ensure that there is more consistency in teaching, particularly in the area of marking, and guidance for pupils on how to improve their work.

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Grade: 3

Pupils' achievement and standards are broadly satisfactory. Attainment on entry to Year 3 varies from year to year but currently it is in line with the national average. Given the pupils' starting points, there has been underachievement in recent years, with English being significantly below the national average in 2005. Science and mathematics were average, improving from being significantly below average in 2004. 2 Inspection Report: Bidbury Junior School, 14 March 2006 to 15 March 2006 Weaknesses in writing and mathematics persisted and higher attaining girls especially did not do as well as expected in English. The school identifies recent high staff turnover and some poor behaviour in one year group as contributory factors. These issues have been effectively addressed by the school in the last year. In 2005, standards in mathematics and science were average, but significantly below average in English. In the work seen during the inspection, the majority of pupils,

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Grade: 3

including high attainers, and pupils with learning difficulties and disabilities, are now achieving satisfactorily. This is the direct result of the effective action taken by the school leadership aimed at raising achievement and standards. Staff are now making good use of tracking data and analysis to monitor individual pupil progress. Where under-achievement is identified then some effective intervention strategies, such as in reading, are used to enable pupils to make more rapid progress. Consequently the school is now setting some challenging targets. Many of these changes have been introduced in the current year and consequently some pupils still do not write as fluently or imaginatively as they might. Through its monitoring the school is now aware of these areas, and is taking appropriate remedial action to help fill the gaps in pupils' knowledge.

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Grade: 2

Pupils' personal development is good. They enjoy coming to school and relate well to adults and each other. Pupils told inspectors that they know the adults will help them if they have a problem. Attendance is satisfactory, reflecting the fact that pupils say that they find most lessons interesting. Behaviour is generally good. Pupils' spiritual, moral, social and cultural development is good. The school provides many opportunities for pupils to exercise responsibility. The pupils respond well, and are very keen to take responsibility for classroom tasks and by taking on school roles. The Young School Governors, for example, talked confidently about their role in the school. They said they had a chance to bring about changes in the school, such as the introduction of cycle sheds. Pupils participate in a suitable range of activities that help them to understand the beliefs and lives of people from different

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Grade: 2

cultures. They sing carols for the elderly at Christmas and participate in activities that enable them to contribute to their community and influence the lives of others. Pupils successfully raised a substantial sum for the tsunami charity. They have a good understanding of healthy eating and adopt healthy lifestyles. They have a secure understanding of health and safety issues, such as using equipment appropriately in science. 3 Inspection Report: Bidbury Junior School, 14 March 2006 to 15 March 2006

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Grade: 3

The quality of teaching and learning is satisfactory and some good teaching takes place. Improvements have been made in planning, which ensures that lessons have clear learning objectives, and appropriate work is now set for pupils of different abilities. This has been particularly effective in mathematics whilst planning for English is still undergoing change. Most lessons are made interesting with the result that pupils are keen and work hard. Where teaching is good, questioning is brisk and pupils participate enthusiastically. However, in some lessons where the pace is slower, pupils become distracted when there is a change of activity. A particular strength lies in the effective deployment of support staff to work with small reading groups for example. Teachers guide support staff well through clear instructions in lesson planning. The standard of presentation of pupils' work has improved since the last inspection and is now

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Grade: 3

satisfactory. The quality of marking however varies too much. For example, in some lessons work is marked carefully and written comments from the teacher help the pupils to improve. In other classes such comments are scarce.

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Grade: 3

The curriculum is satisfactory, with planning in place to develop more links between subjects, and more creativity. A recent focus on mathematics has resulted in the development of a good curriculum plan. This has enabled teachers to adopt a more consistent approach to work. The curriculum meets the needs of pupils, including those with learning difficulties. Those identified as being gifted and talented are well catered for, with well planned extension activities in lessons, and a range of good opportunities to extend their experiences outside the school. The curriculum is enriched, and pupils' enjoyment increased, by the good use of visits to museums and residential trips. The pupils benefit from specialist teaching in music and Spanish. Circle time gives good opportunities for pupils to reflect and discuss issues, and personal, social and health education is well planned. Pupils' knowledge of this area of their work is

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Grade: 3

well progressed by the use of the interesting 'Partnership in Citizenship' booklets that have been introduced by the school. Information technology is used satisfactorily to support pupils' learning in other areas of the curriculum.

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Grade: 2

Care guidance and support are good, and reflect the school's strong commitment to caring for, guiding and supporting all its pupils, including those with learning difficulties and disabilities. It is effective because teachers and other adults have a good understanding of their pupils' development and pastoral needs and so are able to respond positively to any concerns. Child protection procedures are good and vulnerable 4 Inspection Report: Bidbury Junior School, 14 March 2006 to 15 March 2006 pupils are quickly identified and supported well. The school works well with a broad range of outside agencies and parents which are involved at an early stage if a problem arises. Health and safety procedures are good, and risk assessments are carried out where appropriate. Guidance is good because teachers measure pupils' progress and the school keeps full records of the levels they have reached. This now allows the school to identify pupils

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Grade: 2

in need of support. Targets are set for individual pupils in English and mathematics. However, not all teachers tell the pupils clearly enough about how well they are doing and exactly what they should do in order to meet these challenging targets.

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Grade: 3

Inspectors agree with the school's evaluation that leadership and management are satisfactory. In the prolonged absence of the head teacher the present leadership has given clear direction to the school. The acting head teacher has provided good leadership through an unsettled period. Her open style of management has allowed subject co-ordinators to expand their role. This is having a positive effect on standards in mathematics for example, as well as in promoting accountability. The acting head teacher has accurately identified that the school's old assessment methodology resulted in misleading target setting, and false impressions of achievement levels. This has now been rectified and appropriately challenging targets are now set. This, together with the introduction of rigorous tracking procedures, has enabled the more accurate identification of pupils' achievement levels. The newly-established pupil

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Grade: 3

progress meetings and work groups are also having a positive impact on the achievement of pupils. All pupils have equal access to the curriculum. The school realises the need to ensure that all pupils achieve to their full potential. Self-evaluation, monitoring and review procedures are good and are now embedded. Lesson observations have enabled managers to identify training needs for staff, which in mathematics has had a positive effect on standards. The school recognises the need for more consistency in some areas of teaching. Subject monitoring has resulted in a set of good initiatives, such as the introduction of target setting for pupils, guided reading and the expansion of the role of the good learning assistants. Wide consultations and staff training have ensured a school development plan that accurately reflects the current needs of the school. The school seeks parents' views which help inform developments such as introduction of the school travel plan. Resources are

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Grade: 3

used efficiently, and value for money is satisfactory. The governors are supportive but are only beginning to develop their role as a critical friend of the school. The actions of the present leadership have contributed directly to an improvement in standards in mathematics and science. This demonstrates that the school has a satisfactory capacity to improve. 5 Inspection Report: Bidbury Junior School, 14 March 2006 to 15 March 2006 .

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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: Bidbury Junior School, 14 March 2006 to 15 March 2006

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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 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 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 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 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 3 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

Pupils You will remember our recent visit when we spoke to you about your school. We enjoyed talking to you and listened carefully to what you had to say. We really liked:* How you are improving your science and mathematics;* The way your acting head teacher is changing and improving things. In recent years not all of you have learnt as quickly as you might have done, but this is now changing; * How you are well behaved. You were polite and showed good manners;* You told us, and we agree, that you are well cared for by the adults in your school;* How you are encouraged to live healthily;* The many ways you are encouraged to make your own decisions and carry out duties. You told us how you enjoy being class and school councillors. I have indicated to the school that they need to: * Help you to learn more quickly in English and to improve your writing skills* Help you all to understand more clearly how to improve

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Text from letter to pupils explaining the findings of the inspection

your work. Thank you for helping us.Best wishes for the future.Yours sincerely, Michael Pye Lead Inspector

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