Gorsley Goffs Primary School

Inspection Report Gorsley Goffs Primary School

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116814 Unique Reference Number Herefordshire LEA 279909 Inspection number 16 January 2006 to 17 January 2006 Inspection dates John Eadie AI Reporting inspector

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

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Gorsley School address Primary Type of school Ross-on-Wye Voluntary controlled School category Herefordshire HR9 7SE 4 to 11 Age range of pupils 01989 720321 Telephone number Mixed Gender of pupils 01989 720321 Fax number 155 Number on roll Dr Ruth Bailey Chair of governors The governing body Appropriate authority Mr Richard Humphrey Headteacher 6 October 2003 Date of previous inspection

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Inspection number Inspection dates Age group 279909 16 January 2006 - 4 to 11 17 January 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 is a small school in the village of Gorsley, about five miles from Ross-on-Wye. It draws its pupils from a widespread rural community and a number travel quite some distance. Virtually all pupils are White British and all speak English as their home language. The proportion of pupils with learning difficulties and disabilities has increased in recent years and is broadly average. The number of pupils eligible for free school meals is low, reflecting the economic stability of the area. Children generally enter the school with above average levels of skills and knowledge. The school has won an award for promoting active lifestyles and has also reached the standard for the Investors in People award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Gorsley Goffs Primary School, 16 January 2006 to 17 January 2006

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Grade: 3

Considerable improvement has been made since the last inspection and the school’s previous designation as underachieving no longer applies. Pupils are now receiving a sound education. The school provides satisfactory value for money. The major improvements are in standards of behaviour and pupils’ attitudes which were at the root of the problems when the school was last inspected. These are now good, and good care, guidance and support are provided for pupils. Much of the reason for the turnaround is the very clear leadership and drive of the headteacher who has been in post for two years. He is ably supported by staff and governors, and leadership and management are good. A major factor in the progress made is the honesty and accuracy of the school’s self-evaluation, which agreed in almost all respects with inspectors’ judgements. Children make a sound start in the reception class due to the provision made for them.

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Grade: 3

Their achievement is satisfactory and they are reaching above average standards. Pupils’ achievement is satisfactory through the school and this is due to sound teaching. The quality of teaching has improved and there are clear processes for assessment. However, these systems have not been in place for long enough to have had a full impact in raising standards further. Standards being reached by the time pupils leave are above average overall, though standards in mathematics, whilst still average, are not as high as those in English and particularly science. The evidence of improvement already made and the drive to continue this process, shared by the headteacher, staff and governors, shows that the school is well placed to continue to move forward.

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What the school should do to improve further

•Raise standards in mathematics, by continuing to work on weaknesses identified by the school and confirmed by the inspection team, so that they are as high as those in English and particularly science. •Enhance systems of target setting so that pupils and their parents know clearly what pupils need to do to improve their work.

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Grade: 3

At the time of the previous inspection, pupils were underachieving. This situation has been turned round and achievement is now satisfactory through the school. The school set more challenging targets in the tests for 11-year-olds last year and a few pupils missed their targets. Most children enter the school with levels of skills and knowledge higher than average. By the time they start in Year 1, they reach above average standards. Standards by the time pupils leave are generally above average. However, standards in mathematics, whilst still average, are not as high as those in English or particularly science. The school has analysed the weaknesses in mathematics, which are confirmed by the inspectors, and is addressing them. The most significant of these 2 Inspection Report: Gorsley Goffs Primary School, 16 January 2006 to 17 January 2006 is pupils’ limited understanding of place value. The group of pupils currently in Year

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Grade: 3

6 contains an above average proportion of pupils with learning difficulties and their targets are not as high as those for last year or next year, when targets set are significantly higher. Pupils with learning difficulties and disabilities make the same progress as other pupils due to the levels of support that they receive.

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Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. This is a significant improvement since the previous inspection when behaviour was unsatisfactory and pupils’ attitudes to work were poor. Pupils enjoy school. They have positive attitudes and are keen to learn, which helps them to improve their work. Pupils behave very well in lessons and around the school. Relationships are very positive and pupils show respect for each other, their teachers and visitors. Pupils’ cultural understanding is good overall, though they do not have a full understanding of other faiths and traditions. Pupils make a good contribution to the school and wider community. Responsibilities, such as setting up computers, or acting as playtime pals and buddies, are taken on readily. The school council has brought about numerous improvements, for example, to the outdoor environment that benefits all pupils and makes playtime a fun and

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Grade: 2

sociable occasion. Pupils adopt healthy lifestyles. They have a secure awareness of safety, for example when using science equipment and at play. Their good social skills, together with increasing competence in communication, literacy, numeracy and information and communication technology, prepare them soundly for their future. Rates of attendance are above average, although a significantly higher number of holidays are taken during school time than normally found.

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Grade: 3

The quality of teaching is satisfactory. Nowhere is it less than this, and there are some strengths. This is having a positive impact and pupils’ learning is sound. Relationships in lessons are good and pupils want to learn. Teachers make learning interesting, though sometimes the pace is not brisk enough. A further strength is that pupils are usually given challenging work. This has resulted in a greater proportion of higher levels being attained in the national tests than in previous years. Assessment is careful and useful targets are set for pupils’ future learning. However, these targets are relatively new and they are not yet having a significant impact in raising their standards of achievement. For example, although older pupils know what their targets are, they are not always clear how these will help them improve. This is 3 Inspection Report: Gorsley Goffs Primary School, 16 January 2006 to 17 January 2006

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Grade: 3

because they are sometimes unclear whether targets referred to are school targets or their individual targets.

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Grade: 2

The school provides for its pupils an imaginative curriculum which is enriched by a good range of well attended extra-curricular activities. Good use is made of specialist teachers and coaches to improve pupils’ skills in drama, French and football, for example. Music and the arts have a high profile in the school. Parents appreciate this and noted the ‘creative environment’. The school has a good programme for personal, social and health education which has a positive impact on pupils’ understanding of the importance of good relationships and staying safe and healthy. A good feature of the curriculum is the way that the school attempts to bring pupils’ learning alive and broaden their experience with numerous visits and visitors. These include two residential trips which also have a positive impact on pupils’ social development. The improvements to the curriculum are beginning to have an impact on raising pupils’ achievement.

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Grade: 2

Throughout the school, pupils are cared for well. All pupils are supported well including those with learning difficulties and disabilities and those with particular gifts and talents. As a result, pupils’ self-esteem is high and they have confidence in adults in the school. Members of staff have a good knowledge of pupils’ social and emotional needs and provide good support and guidance. All necessary child protection procedures are in place and risk assessments are routinely carried out. Links with parents are strong and they are pleased with the way the school seeks their views and responds to questions and concerns. Although pupils’ personal development is monitored well, the review of their academic progress and setting targets is an area for further development. Whilst good systems have been put in place for setting targets for pupils’ progress, they are not yet having a full impact in raising achievement overall. However,

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Grade: 2

they have already helped to raise standards in reading.

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Grade: 2

The leadership and management of the school are good. Considerable progress has been made to reverse the underachievement that was identified in the previous report. Then, the major issue for the school was the unsatisfactory behaviour and poor attitudes of a number of children. The proof of the effectiveness of action taken is the good behaviour and attitudes found now. Procedures have been put in place to raise standards of pupils’ achievement and this has improved from unsatisfactory to satisfactory. For example, standards in science and reading have improved significantly since the last inspection and improvement can also be seen in writing and, to a lesser extent, in mathematics. The progress made is down to the clear and accurate evaluation 4 Inspection Report: Gorsley Goffs Primary School, 16 January 2006 to 17 January 2006 of areas for improvement made by the headteacher and other managers. Others are

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Grade: 2

involved in this process very well. For example, in establishing improvements in behaviour management, as well as involving staff and governors, pupils and parents were consulted thoroughly, and their views incorporated into actions taken. The resulting policy has been most effective and parents are very supportive of the school, saying such things as ‘a positive and caring learning environment’ and ‘a very happy school with approachable staff’. Governance is good. Governors are fully involved in school improvement planning and play a key role in monitoring the effectiveness of this and other areas of the school’s work. For example, individual governors are given responsibility for checking on progress against items in the school improvement plan and reporting back to regular meetings of the governors. All statutory requirements are met. Bearing in mind the progress made since the last inspection, the involvement of parents

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Grade: 2

and governors and the teamwork evident, the school is in a good position to continue its improvement. 5 Inspection Report: Gorsley Goffs Primary School, 16 January 2006 to 17 January 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: Gorsley Goffs Primary School, 16 January 2006 to 17 January 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 3 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 2 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 2 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 2 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 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

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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 NA 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

The School Council Gorsley Goffs Primary School Gorsley Ross-on-Wye HR9 7SE 18 January 2004 Dear Pupils Thank you very much for welcoming us to your school. We really enjoyed our time with you and looking at your work. We were impressed with how polite and friendly you all were. You told us that your school has improved a great deal and you are right to be proud of it. Your school does a number of things really well. We think the most important are the following: •Your behaviour and your attitudes to your work have improved enormously and are now good. •You are keen to learn and make satisfactory progress. •Your headteacher leads the school well and has been responsible for the good improvements made. Staff and governors work hard to help him. •All adults take good care of you to make sure you are safe. •You enjoy an interesting and varied curriculum, including a good number of visits and visitors to school.

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Text from letter to pupils explaining the findings of the inspection

There are a couple of things we think your school could improve; your teachers are already working at these: •You could reach higher standards in mathematics. •You and your parents are not always clear how you can improve your work. Yours sincerely John D. Eadie Lead Inspector

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