Brampton Abbotts CofE Primary School

Inspection Report Brampton Abbotts CofE Primary School

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116867 Unique Reference Number Herefordshire LEA 279927 Inspection number 6 June 2006 to 7 June 2006 Inspection dates Rashida Sharif HMI Reporting inspector

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

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Brampton Road School address Primary Type of school Ross-on-Wye Voluntary aided School category Herefordshire HR9 7DE 5 to 11 Age range of pupils 01989 562256 Telephone number Mixed Gender of pupils 01989 567632 Fax number 113 Number on roll Mr R Stevenson Chair of governors The governing body Appropriate authority Mrs Lynn Potter Headteacher 20 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279927 6 June 2006 - 5 to 11 7 June 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 one of Her Majesty’s Inspectors.

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Description of the school

Brampton Abbotts is a small primary school situated in Ross-on-Wye, Herefordshire. The majority of the pupils are of White British heritage. A high proportion have learning difficulties and disabilities. Children enter the Reception class with attainment below the level expected for their age, particularly in emotional and communication skills. The school is providing opportunities to promote family learning and support.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 2006

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Grade: 2

Brampton Abbotts provides a good education for its pupils. The school is a welcoming and confident community where the principles of social justice and equality are promoted well. Standards are average, but this represents good achievement and good progress for most of its pupils, except for those who are more able, who make satisfactory progress. The curriculum is good, taught well and enriched by a wide range of extra-curricular activities. There is a good partnership with local churches and the community. Also, there is growing support from parents, who feel strongly that the school is a place where their children are happy, safe and well looked after. The school provides good value for money. The school judges many aspects of provision, including personal development, the curriculum, support, care and guidance, as good, and this is an accurate self-evaluation. However, its judgement of leadership and management is too generous. These are

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Grade: 2

satisfactory mainly because there is no formal monitoring of teaching and learning, and the school does not formally evaluate the outcomes of some of its actions. There are also short comings in the teachers’ marking of books which does not always tell the pupils what they need to do to further improve their work. Attendance is still too low, although the school has been working hard to improve it. One of the school’s key strengths is the care of its pupils. The pupils feel safe and enjoy school. A number of pupils interviewed said that this is ‘a really good school, I like it’. Their behaviour and attitudes are good. The school has made good progress in dealing with issues raised in the previous inspection. It has good capacity to improve.

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What the school should do to improve further

• Strengthen the evaluation of the school’s work, particularly formal monitoring of teaching and learning. • Provide more challenge for pupils, particularly those more able in order to improve their progress. • Improve marking so that pupils know what they need to do to further improve their work. • Improve attendance by urging parents to get their children to attend regularly and punctually.

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Grade: 2

Pupils’ achievement across the school is good. Standards in all years are now average due to the school’s recent but highly effective improvement strategies. Pupils with learning difficulties and disabilities achieve well in relation to the targets in their individual education plans. Most of the pupils enter the Reception Year with standards below those expected, particularly in their emotional and communication skills. They make good progress by 2 Inspection Report: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 2006 the end of Reception. Pupils continue to make good progress in Years 1 and 2, particularly in gaining skills in reading, writing and mathematics. Standards are average by they time pupils enter Year 3. They make good progress in Years 3 to 6, particularly the boys, but some of the more able pupils make satisfactory progress, and are capable of doing better. In contrast, pupils who have learning difficulties and disabilities make

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Grade: 2

consistently good progress and are served well by the school.

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Grade: 2

Pupils have very positive attitudes to their learning and are mostly keen to succeed. They enjoy their lessons, are willing workers and very well behaved. In their discussions with inspectors, they were very supportive of their school and of each other. One pupil said he ‘couldn’t think of even one thing’ the school needed to improve and was always happy to get to school each morning. Not all pupils are quite so keen. A number arrive a little late each day and attendance is satisfactory because some parents take their children out of school during term time for holidays. The pupils’ spiritual, moral, social and cultural development is good. They work and play happily together and make sure that nobody is left out of playground activities. They have a keen sense of justice and fair play. Pupils report that they cannot recall any incidents of bullying. They know that a balanced diet and regular exercise helps

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Grade: 2

them to stay healthy. The school’s membership of the fruit scheme and its provision of playground games and equipment help them to do so. The pupils appreciate that they are all valued members of the school community and they take their responsibilities seriously, especially the members of the Eco committee. The Eco committee makes a positive contribution to the school and the local community. Pupils learn about helping communities further afield, for example, by raising funds for a school in Uganda. Pupils, especially older ones, take on responsibilities to help the school to run smoothly through, for example, switching off lights when they are not needed, watering plants and help with playground activities. The pupils have well developed basic skills in reading, writing, numeracy and information and communication technology (ICT) that provide a solid foundation for their future economic well-being.

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Grade: 2

Teaching and learning are good, overall. The good progress that pupils make in their learning is boosted by the good ethos in the school and the range of activities provided. Lessons are generally guided well by effective plans which help to promote learning. Teachers often use questioning skills effectively but sometimes questioning lacks challenge for the more able pupils so that their work is work is not hard enough. Teachers enjoy very good relationships with their pupils, and both command and 3 Inspection Report: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 2006 receive their respect. The teaching assistants make a good contribution to the learning of individual pupils and groups. The staff understand that better use of assessment is required to improve the level of challenge for individual pupils, particularly those who are more able. Although the school’s assessment system accurately tracks pupil’s progress, marking is not always

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Grade: 2

helpful in telling pupils what they need to do to further improve their work. Pupils with learning difficulties and disabilities receive practical and experienced help from the teaching assistants, who know when to intervene and when to stand back, to encourage pupils’ independence.

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Grade: 2

The school provides a well planned, varied and stimulating curriculum which matches the needs of most of its pupils. The curriculum offers a comprehensive programme for pupils’ personal and social development. Very good opportunities are provided for pupils to learn how to be safe and lead a healthy lifestyle. The strengths in the curriculum include provision for pupils with learning difficulties and disabilities, work in ICT, music, and art and design. Arrangements for settling children into the Reception are thorough. For those who arrive at other times, there is immediate support and friendship. There is a good range of well attended after school clubs that are effective in helping the pupils to develop their skills of self-confidence and teamwork. These are much appreciated by pupils and their parents. There are good links with the community and a number of local churches that enhance pupil’s personal, social, moral and spiritual development.

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Grade: 2

The school cares well for its pupils. Good attention is paid to their health and safety and there is a very good focus on the importance of healthy eating and taking exercise. Pupils are confident that there is always an adult to turn to if they need help or support. Child protection procedures are firmly established and staff are fully aware of these. There are rigorous procedures to deal with any incidents of bullying or racism should they occur. Staff give strong personal guidance and, for the most part, give satisfactory academic guidance. Pupils are fully involved in setting personal targets for attainment. However, older pupils are not fully aware of where they are in relation to National Curriculum levels nor what they have to do to reach the next one. This is a missed opportunity to help raise standards even more. All the staff, including lunchtime assistants, are trained well to support individual

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Grade: 2

pupils when they need it. Specialist teachers and teaching assistants give good support to pupils who have learning difficulties and disabilities, tailoring it to pupils’ specific needs. 4 Inspection Report: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 2006

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Grade: 3

The leadership and management of the school are satisfactory. School self-evaluation processes are satisfactory. The headteacher and the deputy headteacher provide clear direction for the work of the school and strategies being implemented to raise standards are proving effective. For example, actions taken to remedy the weakness in speaking and listening, identified at the last inspection, are having a positive effect on achievement. The school has a satisfactory range of monitoring systems. However, evaluation strategies are not well enough developed to enable the leadership to accurately identify the school’s strengths and weaknesses. The headteacher and deputy carry out regular lesson observations but these are not formally recorded. The governors are supportive of the school. They capably ensure that all statutory responsibilities are met. They do not, however, challenge the school sufficiently to

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Grade: 3

help further raise overall standards. The school works well with parents, most of whom are very supportive and hold positive views about it. 5 Inspection Report: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 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: Brampton Abbotts CofE Primary School, 6 June 2006 to 7 June 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 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 2 How well do learners achieve? NA 3 The standards 1 reached by learners

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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

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learners?

NA 2 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 1 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 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 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

Thank you for making us feel so welcome in your school and being so friendly and helpful. We particularly want to thank the school Eco Committee who gave up their lunchtime to talk to us. We liked these things most about your school Your teachers take good care of you and provide lots of interesting activities for you in clubs and visits out of school. You behave in a very sensible and mature manner around the school and in lessons. Teachers listen to your ideas and allow you to play an important role in helping to run the school. Teachers are helping you and your parents to help improve your work, particularly reading. Teachers are giving good advice on how to look after yourself and stay healthy and safe. This is what we have asked your headteacher and staff to think about Take more account of what you know and can do when planning work for you. Think more carefully about the work given to you so that you all have challenging and interesting

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Text from letter to pupils explaining the findings of the inspection

work. Spend more time checking on the work you do in your books and tell you what you need to do improve your work even more. To make sure that you come to school regularly and on time. To give your hardworking head teacher more time to work with teachers.

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