Withington Primary School

Inspection Report Withington Primary School

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116748 Unique Reference Number Herefordshire LEA 279889 Inspection number 21 November 2005 to 21 November 2005 Inspection dates Hazel Callaghan RISP Reporting inspector

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

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Withington School address Primary Type of school Hereford Community School category Herefordshire HR1 3QE 3 to 11 Age range of pupils 01432 850289 Telephone number Mixed Gender of pupils 01432 851791 Fax number 99 Number on roll Mrs Margaret Soutar Chair of governors The governing body Appropriate authority Mrs Sheila McEnery Headteacher 12 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279889 21 November 2005 - 3 to 11 21 November 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

Withington Primary is a small school. Most of its pupils live in or near to the village of Withington and are of White British descent with a small number of pupils from minority ethnic groups. The school has a nursery that admits children from in and out of its area. Some children transfer to their own local schools at the start of the Reception year. The school has a large proportion of pupils with learning and physical disabilities.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Withington Primary School, 21 November 2005 to 21 November 2005

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Grade: 3

Withington Primary provides a satisfactory education for its pupils. The attainment of children when they start school is wide but many children have standards below that found nationally. The strength of the school is the good provision in the Nursery and Reception, where children make good progress because of good teaching and the effective use of resources and outside space. Progress of pupils through the rest of the school is satisfactory, but not consistent across English and mathematics. Standards overall are influenced by the large proportion of pupils with learning difficulties and are typically below average. Standards in English are improving because of concerted efforts by the school. Standards and progress in mathematics are, however, too low. This is recognised by the school and strategies are in place to support improvement. Leadership and management are satisfactory overall, but procedures for monitoring

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Grade: 3

the progress made by pupils are unsatisfactory and this hinders the progress towards higher standards, especially in mathematics. The headteacher’s clear lead on promoting pupils’ care, good personal development and well-being has ensured that the positive school ethos has been effectively maintained. Partnerships with parents are good and they are very supportive of the school. There is a good range of additional activities to extend and enrich pupils’ learning, especially in music and sport. Satisfactory progress has been made since the previous inspection. The school recognises what needs to be done to improve and has the capacity to raise standards further. It provides satisfactory value for money.

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What the school should do to improve further

•raise standards and progress in mathematics •improve systems for tracking pupils’ progress so that underachievement is identified and shared with pupils so that all pupils know what to do to improve.

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Grade: 3

Children enter the Nursery with a wide range of abilities. They make good progress and are well prepared for the more formal aspects of learning that they meet in Reception. Those children who stay at the school continue to make good progress and most attain the standards expected by the time they enter Year 1. Pupils’ progress through the rest of the school is satisfactory overall, but inconsistent. Steady progress is made in reading and this is the strongest element of pupils’ learning. Satisfactory progress has been made in developing pupils’ writing skills, and standards in English, which were poor, are now broadly average by the end of Year 6. Standards in mathematics are weak through the school and by Year 6 both standards and progress in mathematics are too low The school has identified mathematics as the main aspect for improvement but the strategies used to promote pupils’ better learning are still

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Grade: 3

new and not yet having an impact on raising standards. 2 Inspection Report: Withington Primary School, 21 November 2005 to 21 November 2005 A significant proportion of pupils have learning and/or physical disabilities, and they make satisfactory progress towards their personal targets set out on their individual education plans. Pupils with statements of special educational needs make good progress within the limits of their abilities. The above average proportion of pupils with learning difficulties means that the school’s overall standards are below that seen nationally. Pupils met the targets set for them in both English and science in 2005 but not in mathematics.

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Grade: 2

Pupils’ personal development and well-being are good. Pupils effectively reflect on their actions and consider the needs of others. They treat each other well, feel safe and agree that there is little bullying. Any problems that do occur are quickly sorted out. The ‘PALS’ scheme encourages pupils to play happily and safely together. Pupils in Year 6 take responsibility well and develop leadership skills when given opportunities to show initiative. They organise their own fundraising schemes and several charities have benefited from this enterprising spirit and sense of community. The active school council is instrumental in making school improvements. Pupils enjoy coming to school, their behaviour is good and they attend regularly. Pupils show positive attitudes to their lessons and are keen to learn. A feature of inspectors’ discussions with pupils was their enthusiasm both for their lessons and after-school

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Grade: 2

clubs. Pupils have good awareness of the need for keeping safe and the importance of eating sensibly.

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Grade: 3

Teaching in the Foundation Stage is good. Teachers and support assistants work well together to provide a rich learning environment that stimulates children’s interest and desire to learn. Children’s learning is monitored effectively and used successfully to promote further learning. Teaching across the rest of the school is satisfactory. A good range of strategies is now being used to promote pupils’ language skills and this is raising standards. Teachers’ effective use of assessment identifies areas of weakness in pupils’ writing, and strategies, such as the use of ‘talking partners’ to encourage pupils’ ideas and discussion, work well. The teaching of mathematics in the lessons observed was satisfactory but teachers’ use of assessment to focus on what pupils need to do next is not crisp enough to ensure good progress. Pupils discuss their work with teachers in general terms. Targets for the next stage in learning are agreed with each pupil but

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Grade: 3

not referred to sufficiently regularly to ensure they use them in their work; consequently, pupils are not always clear about how they are to improve. 3 Inspection Report: Withington Primary School, 21 November 2005 to 21 November 2005 The teaching of pupils with learning difficulties is satisfactory. The support provided for pupils with significant learning and/or physical disabilities is often good and guidance from outside agencies is used well to enable pupils to take a full part in lessons.

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Grade: 3

The curriculum for children in the Foundation Stage is good. The outside areas have been significantly improved with the tremendous support of local firms and parents. It is used very well to stimulate children’s questions, observations and ideas. The curriculum through the rest of the school is satisfactory. It meets national requirements and is suitably planned, except in mathematics, where it is not sufficiently challenging to promote good learning. The use of specialist teachers for games and music promotes pupils’ skills and enthusiasm. The school has developed a good range of additional activities to enrich the curriculum. Special events, such as the ‘Arts Fortnight’, have effectively promoted dance, drama, art and music. Pupils say they enjoy their lessons and activities and many participate in the wide range of lively after-school clubs. Pupils are encouraged to embrace healthy lifestyles. Healthy eating,

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Grade: 3

for example, has been well promoted by the teaching assistants and influences the choices children make. Support from the school nurse and other agencies also promote these aspects of the curriculum. Pupils have satisfactory opportunities to develop the skills that will support them in the next stage of their education, except in mathematics.

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Grade: 3

All staff play an active part in establishing a very caring and welcoming atmosphere. Parents are appreciative of the good levels of care provided for their children and pupils feel safe and valued. Procedures for health and safety and child protection are good. Systems to support children as they start in the Foundation Stage and when pupils transfer to their next school are good and this ensures they settle easily. Academic guidance for pupils is satisfactory. The school is developing effective ways to inform parents about what pupils are learning in school. A recent focus has been on mathematics and this is helping to guide parents’ support for their children, The breakfast club and after-school activities provide good levels of care. This is very important to parents and pupils because there is very little to do in the village.

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Grade: 3

Leadership and management are satisfactory. A large proportion of the staff has changed since the previous inspection. The headteacher’s clear lead on promoting pupils’ personal development and well-being has ensured the maintenance of the school’s positive ethos. 4 Inspection Report: Withington Primary School, 21 November 2005 to 21 November 2005 The school’s evaluation has correctly identified areas in need of improvement but the means by which progress is to be measured are insufficiently clear to ensure success. Satisfactory systems are in place to monitor pupils’ attainment, but the information is not used sufficiently to evaluate pupils’ achievement. This has resulted in slow progress in mathematics. Good strategies for improving pupils’ writing have raised standards in English, but not yet in mathematics. Satisfactory monitoring of teaching and effective guidance from the headteacher has supported new teachers who are

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Grade: 3

developing their professional skills well. Parents are very supportive of the school and feel it is doing a good job. The governors are very supportive of the school and carry out their responsibilities satisfactorily. Governors have only a superficial awareness of pupils’ progress. They have not been sufficiently informed about the quality of pupils’ progress. This reduces their ability to judge the school’s effectiveness. Satisfactory improvement was made after the last inspection in addressing the concerns identified. Staff are eager and enthusiastic. They have the capacity to improve further. 5 Inspection Report: Withington Primary School, 21 November 2005 to 21 November 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: Withington Primary School, 21 November 2005 to 21 November 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 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

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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 2 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 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 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

Withington Primary School Withington Hereford Herefordshire HR1 3QE 22 November 2005 Dear Children I am writing to say thank you for making us feel welcome in your school and for helping us with our questions. We really enjoyed chatting to you and found everything you said very interesting. I thought you would like to know what we found out about you and the school. What we liked about the school •you are happy at school and enjoy your lessons •you behave sensibly and are kind to each other; we think you try hard to do well in your work •you are given lots of opportunities to take responsibility and you do it well •the teachers look after you well and help you to be healthy and safe •there are interesting clubs for you to enjoy after school and activities to make your lessons more interesting. What we have asked the school to do •help you make better progress in mathematics so you achieve well •for your headteacher and teachers to study how well you are getting on so they

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Text from letter to pupils explaining the findings of the inspection

know whether you are doing well enough. Thank you again for helping us find out about your school. Best wishes Hazel Callaghan Lead Inspector

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