St Monica Primary School

Inspection Report St Monica Infant School

p.1

116106 Unique Reference Number Southampton LEA LEA 279752 Inspection number 14 June 2006 to 15 June 2006 Inspection dates David Benstock AI Reporting inspector

p.1

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

p.1

Bay Road School address Infant Type of school Sholing Community School category Southampton SO19 8EZ 4 to 7 Age range of pupils 02380399870 Telephone number Mixed Gender of pupils 02380499010 Fax number 258 Number on roll Mrs Dawn Marshall Chair of governors The governing body Appropriate authority Mrs Chris Frith-Rogers Headteacher 3 October 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 279752 14 June 2006 - 4 to 7 15 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 three Additional Inspectors.

p.3

Description of the school

St Monica is a three-form entry community infant school on the outskirts of Southampton and admits pupils 4 - 7 years of age from the immediate locality. The school is larger than similar infant schools. The proportion of pupils from minority ethnic backgrounds is low and the percentage whose first language is not English is below average. The social and economic background of families is wide-ranging but overall broadly average. The percentage of pupils with learning difficulties and disabilities is below average and none currently have statements. The school has received a Basic Skills Quality Mark for its work in literacy and numeracy, has 'Investors in People' status and a 'Healthy Schools' Award.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Monica Infant School, 14 June 2006 to 15 June 2006

p.3

Grade: 3

This school provides a satisfactory standard of education and has some good features. The school judges its effectiveness from past performance as inadequate but there have been significant improvements in standards over the past year. Achievement is now satisfactory in all three core aspects as a result of the teaching, which is mainly satisfactory and increasingly good. The quality of provision and achievement in the Foundation Stage are good under new leadership, resulting in basic learning skills that are developing well. Personal development of all pupils is good as a result of the good level of care. Opportunities for spiritual awareness, an issue at the last inspection, have improved but need to be more frequent. Multicultural understanding also needs more emphasis. Most pupils' behaviour is good in school but a small minority lack concentration in class when teaching is insufficiently dynamic.

p.4

Grade: 3

Although curriculum provision is broadly the same as that found in other similar schools, enrichment opportunities and Reception provision are good. The headteacher and her deputy, with intensive help from the local authority, have worked hard to secure improvement especially in the quality of teaching. Subject leaders are supportive and committed to raising standards although there is still some inconsistency in their monitoring of teaching to ensure that teachers use assessment well enough to improve learning. As yet the level of challenge for higher attaining pupils is insufficient. There is a strong commitment to ensure equality of opportunity for all pupils. There is effective management of the provision for pupils with learning difficulties and disabilities. Governors provide good support, monitor improvement and hold the school accountable and are becoming more involved in strategic planning. Good financial

p.4

Grade: 3

controls are in place and with broadly average costs the school now gives satisfactory value for money. With the proven effectiveness in securing improvement in the last year there is good capacity to improve further.

p.4

What the school should do to improve further

• Raise the achievement of pupils especially those with higher ability by using assessment more consistently and ensuring challenge and expectations in teaching meet the needs of all pupils. • Develop the role of subject leaders to focus more rigorously on raising standards through monitoring of teaching and use of performance data. • Give more opportunities for spiritual awareness and multicultural understanding.

p.4

Grade: 3

Achievement and standards are satisfactory. Most pupils are achieving satisfactorily as they move through the school reaching broadly average standards at the end of Key Stage 1. 2 Inspection Report: St Monica Infant School, 14 June 2006 to 15 June 2006 Children enter Reception classes with varied knowledge and skills based on their age and previous experiences. On the whole, their knowledge and skills are broadly in line with those expected of their age. The good teaching in Reception classes enables children, many of whom start midway through the year, to make good progress in all areas of learning and personal development. By the time they enter Year 1 standards are broadly similar to most schools. In 2005, the standards by the end of Year 2 were below average in reading, writing and in mathematics, and progress was inadequate as identified in the school self-evaluation. Pupils attaining higher levels were well below in all the three areas

p.4

Grade: 3

but especially in reading. Targets were challenging but not met. Results had been consistently below average for a few years and pupils had not achieved as well as they should. Improvement was being made in writing, and standards in mathematics were being maintained but results in reading were declining. The underachievement was attributed to weaknesses in teaching. Current assessments show that the standards have improved and achievement is satisfactory. The school has put in a lot of effort to improve reading, writing and mathematics in higher levels but has further to go. Boys' results were below that of girls but this difference is being reduced. Parents write to say they are very pleased with the progress that pupils are currently making with their basic skills. Pupils with learning difficulties and disabilities receive good support and they make progress in line with others towards their targets. The few pupils with English as a

p.5

Grade: 3

second language also make progress similar to others of similar ability.

p.5

Grade: 2

The quality of pupils' personal development and well-being is good which is better than the school's own self-evaluation. Behaviour is good around school and makes a significant contribution to the harmonious atmosphere. However, there are a few occasions when pupils in Years 1 and 2 do not concentrate well enough in classes where teaching lacks appropriate challenge. Pupils enjoy coming to school, attend regularly and attitudes to learning of the majority are good. Pupils particularly like the friendliness of the school and activities out of school hours and many pupils say they like mathematics. Pupils understand the benefits of healthy eating and lifestyle. Sporting activities such as the football club are particularly popular. Pupils understand what constitutes a healthy diet. They feel safe in school, knowing there is an adult to tell if there are problems. The 'gate buddies' from Year 2 provide additional support for enhancing

p.5

Grade: 2

younger children's confidence. Pupils develop the basic skills in literacy, numeracy and information and communication technology (ICT), and also skills of teamwork and sharing of ideas to support their transition to the next stage of education. The spiritual, moral, social and cultural development of pupils is satisfactory. They have very clear understanding of what is right and wrong and generally show respect for each other. Relationships with teachers are good. There is some but not enough 3 Inspection Report: St Monica Infant School, 14 June 2006 to 15 June 2006 opportunity to reflect spiritually on values and beliefs of others. Pupils gain a satisfactory understanding of cultures and lifestyles other than their own in the range of books available but this aspect of personal development is less well developed than in many schools.

p.5

Grade: 3

Teaching and learning are satisfactory reflecting the current improvement since these were judged in the school's self-evaluation as inadequate. Good teaching was observed in Reception. Assessment is beginning to be used to support learning across the school. However, not all teachers use assessment consistently. Pupils contribute, for example by using the thumbs up or down signal, very responsibly. The school has a wealth of detailed assessment information but it is not being used consistently to improve learning. Most teachers plan lessons well and use a variety of approaches and resources to ensure that all pupils enjoy their lessons. In the most successful lessons pace and challenge are good and learners concentrate well. Work in Reception classes is particularly well matched to the needs of young children. However, teachers are not consistently planning work that meets the needs of the range of pupils in the class,

p.6

Grade: 3

particularly the higher attaining pupils. Teachers have implemented good strategies for managing behaviour and learning and this is now having a clear impact on the progress made by the majority of children. Pupils with learning difficulties are supported well. Group and paired work is giving pupils the opportunity to learn independently. However, in some lessons time is not used well enough when they are not working with an adult.

p.6

Grade: 2

Overall, curriculum provision is good and meets the needs of most pupils well. There are developing strengths in Foundation Stage provision. There is also a very good range of extra-curricular opportunities throughout the school. The school has a clear focus on the development of skills in literacy and numeracy and good opportunities are found to develop reading, writing and number work in all subjects of the curriculum. Displays illustrate the effective and varied approaches to work in science, history and art. The curriculum in Reception is very well planned and indoor and outdoor play areas are used particularly well. Many pupils are members of the choir and others regularly attend environment, ICT, sport and language clubs. Well-planned visits, for example to a farm, station and garden centre, make a major contribution to pupils' enjoyment of learning and to developing social and other skills. 4 Inspection Report: St Monica Infant School, 14 June 2006 to 15 June 2006

p.6

Grade: 2

Care, guidance and support are good and pupils benefit from learning in a safe and attractive environment. Reception classes are very well cared for and the new library and the ICT suite are used well to support pupils in their learning. Year 2 pupils are confident about moving to junior school because they have joint lessons and several visits. Health and safety procedures and child protection are fully in place and the monitoring of behaviour and attendance is good. Parents are particularly pleased about the quality of care for individual pupils, for example those with allergies. Trips and visits are managed well and pupils help in this because they write guidance leaflets for adults helpers during literacy lessons. Systems for monitoring progress are improving and targets, that pupils can understand and achieve, are helping to improve progress. The quality of support from many adults, including parents, teaching assistants in class

p.7

Grade: 2

and around school is good. Pupils also have responsibilities as 'buddies' to help others.

p.7

Grade: 3

The overall quality of leadership and management is satisfactory. The headteacher, ably supported by her deputy, have a good understanding of the strengths and aspects that need to be addressed to bring about further improvement. They have a clear sense of purpose to raise the quality of teaching and pupils' achievement. The school has a commitment to make sure all pupils have equality of opportunity, although the needs of higher attaining pupils have not been fully met. Governors provide good support and challenge, and are beginning to be more proactive in strategic planning. They have a good understanding of the school, using an effective committee structure to monitor issues, and most visit on a regular basis. Statutory requirements are met. Finances are well managed. Monitoring of teaching and learning is good and the leadership team are very focused on addressing the underachievement having appreciated the urgency needed. Teachers'

p.7

Grade: 3

work is now thoroughly evaluated, strengths and weaknesses identified and support provided. Monitoring by some subject coordinators is undertaken but needs to be more comprehensive and rigorous. There is increasing use of performance data to track pupils' progress and achievement, set targets for improvement and identify areas for curriculum change. Good links are developing with other schools to expand the opportunity to share ideas and good practice. The partnership with parents is very good and this is demonstrated by the high proportion of positive responses to surveys of parental opinion. 5 Inspection Report: St Monica Infant School, 14 June 2006 to 15 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: St Monica Infant School, 14 June 2006 to 15 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 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 3 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 3 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

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

p.9

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 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

p.9

needs and interests of learners?

NA 2 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 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 2 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 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

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

Children Thank you for being so welcoming and helpful when we visited your school. We enjoyed talking to you and meeting your teachers. We think St Monica gives you a satisfactory education but it also has some good features. This is what we liked about your school:* You obviously enjoy school and work hard to improve how well you do in tests.* Most of you behave well, share ideas, help and work well with each other.* The teachers are caring and give you a great deal of support if you have problems.* The work done in the Reception classes is particularly good.* The governors, headteacher and staff are working hard to make the school better and improve your achievement.* Your parents are very pleased with the school and frequently help with events. For your school to be better, we have asked your teachers to give you work that will help you to all to achieve as well as you can, to expect more from those who are more able, to use

p.11

Text from letter to pupils explaining the findings of the inspection

assessments better to help you learn or tell you more about how to improve your work and to give you more opportunities to reflect spiritually on the needs of others and understand more about the different cultures in the world.We hope you continue to enjoy and do well in your time at the school. Yours sincerely, David Benstock Lead Inspector

p.11