Fordingbridge Junior School

Inspection Report Fordingbridge Junior School

p.1

116068 Unique Reference Number Hampshire LEA LEA 279740 Inspection number 26 June 2006 to 27 June 2006 Inspection dates Philip Littlejohn AI Reporting inspector

p.1

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

p.1

Pennys Lane School address Junior Type of school Fordingbridge Community School category SP6 1HJ 7 to 11 Age range of pupils 01425652285 Telephone number Mixed Gender of pupils 01425657531 Fax number 220 Number on roll Mr Ken Hayward Chair of governors The governing body Appropriate authority Mr Jonathan Hannam Headteacher 13 March 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 279740 26 June 2006 - 7 to 11 27 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

Fordingbridge is a medium size junior school. Pupils' attainment on entry to the school is above average overall. Most pupils come from White British backgrounds and very few pupils are at an early stage of learning English. The school data shows the pupils come from a wide range of socio-economic circumstances. The proportion of pupils with learning difficulties and disabilities is below the national average as is the percentage entitled to free school meals. There have been changes in the senior management since the previous inspection including a new headteacher four years ago.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Fordingbridge Junior School, 26 June 2006 to 27 June 2006

p.3

Grade: 1

The inspection team agrees with the school that it provides outstanding education for its pupils. Having gone through an unsettled period since the previous inspection the excellent new leadership has effectively raised standards and achievement. Teachers share a commitment to ensure that learning is effective for each pupil. The headteacher, known to all connected with the school as the lead learner, and his staff, share a clear vision to enable pupils and staff to be effective learners. Lessons are interesting and have appropriate challenges that are well matched to pupils' abilities. Pupils enjoy learning very much and are very keen to participate in all aspects of school life. Pupils, including those with learning difficulties and disabilities, make good progress overall. They make outstanding progress in mathematics and science as a result of the teaching and support they receive. Standards are above average in English but the school has

p.4

Grade: 1

rightly identified the need to continue improving pupils' writing. The school provides an outstanding curriculum which is enriched by an extensive range of additional activities. The school provides exceptional opportunities for pupils' personal development and well-being together with an outstanding level of care. The governing body are strongly committed to raising standards and play a full part in leading the school forward. The school has an excellent partnership with other schools providing smooth transition for pupils when joining or leaving. The school provides excellent value for money and its capacity to build on the improvements it has already made is outstanding.

p.4

Grade: 2

Achievement is good overall and outstanding in science and mathematics. Pupils enter the school with overall standards that are above those expected for their age. Despite an unsettled period for staffing in recent years, standards have risen so that, by Year 6, pupils' attainment is well above average in science and mathematics. Their attainment has also risen in English; it is above average overall although writing lags behind reading. The school's accurate data for tracking pupil progress from Years 3 to 6 shows that progress is at least good overall. Teachers set, and pupils meet, challenging targets. These are well understood by pupils and help them improve the standards achieved. Pupils with learning difficulties and disabilities make good progress as a result of the high level of expert support they receive. Those pupils identified as the most able are provided with stimulating challenges and opportunities to work with others of similar

p.4

Grade: 2

ability so that they, too, make good progress. 2 Inspection Report: Fordingbridge Junior School, 26 June 2006 to 27 June 2006

p.4

Grade: 1

Pupils' personal development and well-being are outstanding. Pupils have a high level of enjoyment of school; they arrive on time and are eager to start. As a Year 6 pupil remarked, 'we enjoy school very much because it is a learning community and we do some real things'. As a result attendance is high and behaviour is extremely good. The excellent relationships between staff and pupils enable all pupils to feel secure and strive to do their best. Pupils feel their views are valued and show a readiness to take responsibility for their learning. They are also perceptive in the qualities required to take responsibility: 'They need to be a good listener', said a Year 3 pupil. Pupils' spiritual, moral and social development is outstanding and their cultural development is good. Innovative lessons and the well thought out assemblies offer pupils excellent opportunities to reflect on their feelings and emotions as well as those

p.5

Grade: 1

of others. Social skills are particularly well developed and helped by regular opportunities to work and play in different groups. Discussion with pupils indicates that they have a very good understanding of healthy diets, exercise and keeping safe. They make an important contribution to the community through various fund raising activities. The work of the proactive school council and projects such as 'Make it real', help pupils to exercise and learn about their rights and responsibilities. Pupils' achievement in basic skills and the excellent focus on developing pupils as learners and thinkers prepare them well for their future life.

p.5

Grade: 2

The overall quality of teaching and learning is good with some outstanding teaching. Teachers demonstrate good subject knowledge, set high expectations and make learning fun for pupils of all abilities. An outstanding feature of all lessons is the way pupils take responsibilities for their own learning. They are encouraged to evaluate their learning continually. This helps pupils to develop their learning skills and styles. A Year 3 pupil confidently evaluated her learning and said 'I know now the eight points of the compass well but I need to work better at how to write down the instructions.' In the outstanding lessons teachers use a wide range of strategies to enthuse all pupils so that they make rapid progress. Less effective lessons, although good overall, do not consistently support a brisk enough pace for learning. The school recognises the need to focus on further raising standards in writing. A small number of pupils need

p.5

Grade: 2

to take more care in the presentation of their work and handwriting. Pupils with learning difficulties and disabilities are effectively identified and receive high quality support from teachers and other support staff. 3 Inspection Report: Fordingbridge Junior School, 26 June 2006 to 27 June 2006

p.5

Grade: 1

The curriculum is outstanding and meets the needs of all pupils. It is well balanced and enhanced by some excellent features. A real strength is the way the school has used its own research to focus on how to learn as well as what to learn. This helps pupils to develop their interests and they become highly enthusiastic learners. There are good links established between subjects that make learning meaningful and enjoyable. Year 3 pupils' work on science and Year 5 pupils' multi-media presentation of work on the animals in the New Forest show that information and communication technology is used well to develop skills and knowledge in other areas. The curriculum is further enhanced by theme days and weeks. Good use is made of visits and visitors to enrich learning and personal development. The wide range of enrichment activities and clubs such as girls' football, Triathlon Club and the school choir help pupils to extend their skills and interests. The school has developed its

p.6

Grade: 1

surroundings to provide excellent opportunities for learning including natural science studies and have regular swimming lessons in the school pool. The school is about to introduce the teaching of a modern foreign language.

p.6

Grade: 1

The care, guidance and support are outstanding and embedded in the ethos of the school. This is reflected in pupils' good achievement and their exemplary personal development. Through specific programmes and a focus on 'emotional intelligence', both pupils and staff are able to keep an increasingly close check on progress and emotional well-being. This is particularly effective in giving guidance through challenging targets and informative marking of pupils' work. This helps all pupils, including those who are vulnerable and those with learning difficulties and disabilities, to build their self-confidence and self-esteem, and to take responsibility for their learning. The school has excellent links with parents including regular newsletters, questionnaires and parent workshops. Excellent liaison with feeder schools help pupils settle in smoothly when they join or leave. The Buddy system ensures Year 3 pupils

p.6

Grade: 1

feel happy, confident and secure. Child protection arrangements and health and safety procedures are robust. All staff, volunteers and student teachers have been checked and cleared to ensure their suitability to work with children.

p.6

Grade: 1

Leadership and management are outstanding. The lead learner provides dynamic leadership and inspires his colleagues and pupils in their drive to raise standards and achievement. Staff form a cohesive and hard working team who embrace change in a desire to improve. The school leaders recognise that continued focus on improving 4 Inspection Report: Fordingbridge Junior School, 26 June 2006 to 27 June 2006 pupils' achievement and standards is crucial, particularly in regard to writing. A particular success has been the commitment, led by the lead learner, leadership team and subject leaders to develop learning skills that pupils can use throughout their lives. Self-evaluation is accurate, well founded and focussed on the key areas for development. Governors fulfil their responsibilities very effectively. Together with the school's management team they have a clear understanding of the school's strengths

p.6

Grade: 1

and areas for development as a result of regular visits to the school. There are outstandingly good systems for taking pupils' views into consideration when evaluating provision. The school has made good progress overall since the previous inspection and outstanding progress since the present headteacher was appointed. Standards and achievement at the end of Year 6 have risen annually. The school is successful in ensuring that all pupils have equal opportunities to develop in a safe and secure environment. The school is in an outstanding position to build upon its success. 5 Inspection Report: Fordingbridge Junior School, 26 June 2006 to 27 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: Fordingbridge Junior School, 26 June 2006 to 27 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 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 1 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 2 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 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 1 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

p.9

needs and interests of learners?

NA 1 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 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 1 How effectively and efficiently resources are deployed to achieve value for money NA 1 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

Pupils Thank you for all the help you gave us when we came to visit your school. We enjoyed our visit very much, especially talking to you and looking at your work. We think you go to an outstanding school.We were very impressed with your behaviour and the friendly way in which you play together and care for everyone. You obviously enjoy school and take part enthusiastically in lessons as well as the interesting out of school activities. You work hard, listen to other children and make lots of helpful comments in lessons. We agree with you that your teachers are good at guiding you and providing helpful homework. Other adults who help in lessons are good at supporting children who find some learning difficult and this means that everyone can join in. The results you achieve in tests are improving and the standards of work are better than we see in most other schools. However, the quality of writing

p.11

Text from letter to pupils explaining the findings of the inspection

is not as high as other areas such as reading, and some of you could improve your handwriting and how you present your work. We know that your teachers and parents are proud of you, just as you are proud of your school. We wish you every success in the future. Yours sincerely Phillip Littlejohn Lead Inspector

p.11