Netley Abbey Junior School

Inspection Report Netley Abbey Junior School

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116061 Unique Reference Number Hampshire LEA LEA 279737 Inspection number 2 May 2006 to 3 May 2006 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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Westwood Road School address Junior Type of school Netley Abbey Community School category Southampton SO31 5EL 7 to 11 Age range of pupils 02380453731 Telephone number Mixed Gender of pupils 02380454240 Fax number 298 Number on roll Mr John Forder Chair of governors The governing body Appropriate authority Mrs Shirley Nicholas-Bond Headteacher 25 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279737 2 May 2006 - 7 to 11 3 May 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 three Additional Inspectors.

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Description of the school

Netley Abbey is a larger than average junior school, which currently has a falling roll. The intake is mixed in terms of deprivation and prosperity, with a lower than average proportion of pupils eligible for free school meals. Almost all pupils have British White heritage and none is at an early stage of learning English. The proportion of pupils with learning difficulties is above average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Netley Abbey Junior School, 2 May 2006 to 3 May 2006

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Grade: 4

The school believes its effectiveness to be satisfactory, but inspection findings show that it is ineffective and provides unsatisfactory value for money. In accordance with section 13 (3) of the Education Act 2005, HMCI is of the opinion that this school requires significant improvement because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. Significant improvement is required in relation to standards and achievement, teaching and learning and leadership and management. Standards throughout the school are below average and this is not good enough given pupils' average attainment on entry. The quality of teaching is inadequate because pupils do not make sufficient progress. Assessment is not used well enough in English and mathematics to identify and plan for the next steps in pupils' learning. In addition, the pace of teaching is often too slow and pupils are not active enough in lessons, so

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Grade: 4

that insufficient learning takes place and their enjoyment of school is diminished. The curriculum is now starting to be planned to meet the needs of all pupils; they benefit from special events and a focus on healthy lifestyles. Closer links with the infant school are beginning to benefit pupils' learning. Their personal development is satisfactorily catered for and all adults show a strong level of commitment to pupils' welfare. Behaviour has improved and is now good. Under the determined leadership of the headteacher, senior managers are developing their roles. Leadership and management have paid attention to low standards and underachievement. Action to tackle this, along with raising the quality of teaching and learning, is beginning to make an impact. Given the success of actions taken to address the issues from the last inspection, such as, improving the pupils' attitudes to learning, improve resources and create a better

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Grade: 4

learning environment, the school is sufficiently well placed to improve further.

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What the school should do to improve further

• Raise achievement in English and mathematics so that pupils attain higher standards. • Improve the quality of teaching so that a high proportion of lessons are of good quality and pupils are fully challenged. • Improve assessment so that teachers are aware of, and can meet individual learning needs. • Develop and strengthen the role of senior management, particularly in relation to monitoring achievement and standards.

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Grade: 4

Standards are too low because pupils make inadequate progress through the school. Although standards in science are average, they are not as high as they should be in English, particularly writing, and mathematics. This is reflected in the results in the 2 Inspection Report: Netley Abbey Junior School, 2 May 2006 to 3 May 2006 national tests taken by Year 6 when compared to their performance in Year 2. This underachievement is partly explained by weaknesses in teaching, staff turnover and some disruptive behaviour in the past. The trend in performance is downwards in English and consistently below average in mathematics. This picture is now similar for boys and girls, and for most groups of pupils. It is slightly better for pupils with learning difficulties and disabilities due to the support they are given. In 2005, the school met its targets in mathematics and exceeded them in English. Taking Year 2 performance into account the school

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Grade: 4

recognises that these were not sufficiently challenging. Pupils in Year 6 are given practice test papers. The results of these are now analysed and used by the teachers to plan tasks that are matched to the needs of the different ability sets. This focused approach is allowing pupils to make up some lost ground in their past learning.

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Grade: 3

Personal development is satisfactory. Staff have worked hard to improve pupil's attitudes and behaviour. A more consistent approach with concerted praise has led to good behaviour from most pupils. Although behaviour in the playground is more boisterous, it is well supervised. Pupils listen well, are keen to learn and quick to respond to teachers' requests. They generally enjoy school but find some lessons dull and would like more practical activities. They are well aware of the importance of safety but have insufficient opportunities to develop safe practices themselves, for example by handling tools and equipment. They are successfully developing healthy lifestyles through well balanced and nutritious school lunches, which most pupils appreciate, and good opportunities for sport and exercise. Attendance is in line with the national average. Spiritual, moral, social and cultural development is satisfactory.

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Grade: 3

Pupils are polite, caring and considerate to visitors and each other. They make a good contribution to their school and wider community. The class and school councils provide good opportunities for pupils to express their views and make suggestions for school improvements, such as re-painting the school hall. There are too few opportunities for pupils to contribute in lessons, however, and to take initiative for their own learning. Given their level of basic skills, and positive attitudes the school is preparing them adequately for their future life and learning.

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Grade: 4

Although teaching and learning are improving they are currently inadequate. Many pupils are not making sufficient progress in their learning. In many lessons teaching is too directed and teachers' expectations are too low; the pace of learning is too slow, pupils are insufficiently engaged and have too few opportunities for active learning. 3 Inspection Report: Netley Abbey Junior School, 2 May 2006 to 3 May 2006 They reported a desire for more practical activities, especially in science, and expressed their enjoyment of making things in technology. The head teacher has identified the need for pupils to be more involved and active in their learning, and is encouraging teachers to plan for this. Changes of approach in the classroom are starting to impact on pupils' learning. Marking is inconsistent and does not provide sufficient guidance for pupils to improve their work. Insufficient time is provided for pupil's to reflect on

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Grade: 4

their own learning and how well they are doing. Recorded assessments of pupils' achievements are too infrequent to influence teaching and raise standards.

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Grade: 3

The school's curriculum is satisfactory. It is generally broad and balanced. Planning shows that all requirements are met. Parents are kept well informed about their child's education through termly curriculum letters and curriculum events. There are strengths in the wide range of first hand learning experiences such as educational visits, themed days and workshops. Provision for information and communication technology is improving and fuller use is now made of this to support learning. The school is developing closer links with the neighbouring infant school to improve continuity and progression of learning between the two. Pupils enjoy an adequate range of extra curricula clubs. Good links with a specialist sports college help develop pupils' physical well- being. Links with the police, health organisations and local council are used well to develop pupils' knowledge of how to stay safe, healthy and become good citizens.

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Grade: 3

A weakness in the curriculum is that work is not well matched to individual learning needs. This is being partially addressed in Year 6 through focussed revision activities, but further work remains to be done on this in the rest of the school.

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Grade: 3

Overall care, guidance and support are satisfactory. Pupils are cared for well and arrangements for keeping them safe are secure. Child protection and health and safety procedures are clear and understood by all staff. Risk assessments are carried out appropriately. Most pupils are confident that staff, especially the head teacher, would help them with any social or personal problems that might occur. Pupils with learning difficulties or disabilities are identified and supported adequately. Practical arrangements to help these pupils, such as supportive seating and ramps to reach classrooms, are good. Guidance for pupils' on their work and progress is developing. Most pupils are aware that there are targets to direct and assist their progress but some are unsure how to use these and some find them tedious.

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Grade: 4

Despite significant signs of improvement leadership and management are inadequate because standards and achievement have yet to be raised to satisfactory levels. The 4 Inspection Report: Netley Abbey Junior School, 2 May 2006 to 3 May 2006 headteacher has been in post for two years and has been effective in improving the fabric and resources of the school to create a more pleasant learning environment. She has had to establish systems for assessing progress and monitoring the work of the school, without the initial support of a fully effective management structure. Although teaching and learning remain inadequate, monitoring of lessons is showing some improvement in raising the quality of teaching. Performance management is now strongly linked to raising standards and achievement. Assessment procedures need to be developed further to ensure that progress can be more closely monitored throughout the year and any underachievement more quickly identified. Improvement

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Grade: 4

since the last inspection is satisfactory. Key skills, including ICT, are now being used adequately across the curriculum and full provision for religious education is now in place. The leadership and management structure is developing and senior managers are more active in their roles particularly in relation to raising standards. Links with parents are now much stronger as shown in their positive responses to the inspection questionnaire. These actions show that the school is now placed to improve further. The headteacher knows the school's strengths and weaknesses, but the school has been overgenerous in its self-evaluation. School improvement planning has already identified the key areas for development, but needs to be more tightly focused in order to be fully effective. The governing body now plays a satisfactory role in challenging the school to improve its performance. 5 Inspection Report: Netley Abbey Junior School, 2 May 2006 to 3 May 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: Netley Abbey Junior School, 2 May 2006 to 3 May 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 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 4 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 4 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 4 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 3 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 3 How well learners enjoy their education NA 3 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 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 4 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 4 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 Thank you for welcoming us to your school and telling us about your work. We liked these things the most:* The adults in your school take care over your safety and well-being.* You understand the importance of good behaviour.* You go on many worthwhile visits.* You understand the importance of healthy eating and exercise.* The school listens to you and acts on your suggestions.* Your headteacher is starting to make the school better. Although there are some successful aspects to the school overall it is not doing well enough and has some weaknesses.We have asked your school to:* Raise achievement in English and mathematics.* Make sure that all the staff keep a close check on how well you are doing so that they can help those who at times find things difficult and expect more of others. * Plan more exciting lessons where you are all actively involved, do more work and have the opportunity to talk about what you are doing and how well you are doing it.We did enjoy visiting your

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Text from letter to pupils explaining the findings of the inspection

school and watching you learn. All best wishes, Peter Thrussell Lead Inspector

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