Weston-under-Penyard CofE Primary School

Inspection Report Weston-under-Penyard CofE Primary School

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116918 Unique Reference Number Herefordshire LEA 279948 Inspection number 5 December 2005 to 5 December 2005 Inspection dates Graeme Bassett RISP Reporting inspector

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

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School Lane School address Primary Type of school Weston-under-Penyard Voluntary aided School category Ross-on-Wye, Herefordshire HR9 7PA 4 to 11 Age range of pupils

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01989 563 933 Telephone number Mixed Gender of pupils 01989 561 740 Fax number 80 Number on roll Mrs Helen Barker Chair of governors The governing body Appropriate authority Mr Brian Bird Headteacher 30 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279948 5 December 2005 - 4 to 11 5 December 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

This is a smaller than average size school and serves mainly the villages surrounding Weston-under-Penyard, near Ross on Wye. Most pupils are White British and none speaks English as an additional language. The economic status of the local area is broadly average and there are fewer than average pupils with learning difficulties and disabilities. The school gained an Investor in People award in May 2004.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 2005

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Grade: 3

The overall effectiveness of the school is satisfactory and is improving. This agrees with the school‘s own view. Standards at the end of Year 6 are broadly average and pupils make satisfactory progress. This shows a marked improvement since 2004. However, the proportion of pupils exceeding the expected levels at the end of Year 2 is below average. Teaching is satisfactory overall and good in the Foundation Stage. Monitoring of teaching and planning is identifying where lessons can be improved. However, there are some occasions when the pupils are not given enough opportunities to develop their independent investigatory skills in science. The teachers do not make the best use of assessment records to set pupils’ targets and the tasks given to higher attaining pupils do not always extend their learning enough. The provision in the Foundation Stage and for the pupils with learning difficulties is good.

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Grade: 3

The school provides a safe and secure learning environment. Pupils are cared for, guided and supported well. The pupils’ moral and social development is good and their spiritual and cultural development is satisfactory. Parents and pupils agree that this is a happy and supportive school. Leadership and management are good and are having a significant impact, as shown in the improving quality of provision and the rise in pupils’ achievement and standards. The school’s self-evaluation is providing clear targets for improvement, whilst recognising what has been achieved already. The governance of the school is good. The school gives satisfactory value for money. It has improved well since the last inspection and there is good capacity to improve further.

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What the school should do to improve further

•Provide more challenge for the higher attaining pupils. •Use assessment and tracking records more effectively when setting targets for each pupil. •Develop the pupils’ independence when they carry out investigations in science.

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Grade: 3

Achievement and standards are broadly average throughout the school. The size of each year group is small and this causes variations in the school’s performance in national tests, making direct comparisons with the national picture unreliable. Children enter the Foundation Stage with broadly average standards. In a secure environment they settle quickly to routines and make satisfactory progress. Because of good teaching, they enter Year 1 with most having reached the targets expected for their age. Pupils in Years 1 and 2 make satisfactory progress. Their standards at the end of Year 2 are broadly average in reading, writing and mathematics, although a below average proportion of them exceed the national expectations. By the end of Year 6, pupils achieve satisfactorily and standards are broadly average. The school’s performance has improved well over the past year and standards have 2 Inspection Report: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 2005

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Grade: 3

risen significantly in English and mathematics. Pupils with learning difficulties and disabilities achieve satisfactorily because of the helpful support they get in class and in small groups.

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Grade: 2

The pupils’ personal development and well-being are good. The school creates a stimulating atmosphere and pupils enjoy being here. Children in the Foundation Stage quickly develop a sense of joining in with others and show a good understanding for each other’s feelings. In all classes, pupils talk confidently about their experiences and have positive attitudes to learning. Attendance is average. The pupils’ behaviour, which was a point for improvement at the last inspection, has improved markedly and pupils now respect each other and behave well. The pupils’ spiritual and cultural development is satisfactory but there are weaknesses in their understanding of other cultures. Moral and social development is good. Pupils are encouraged to eat healthily and, with regular visits to other schools and the local swimming pool, they develop good awareness of the need for exercise. Pupils make a good contribution to the school

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Grade: 2

community but this could be improved with the planned forming of a school council. Through links with the church and a good association with the locally based ‘Leadership Trust’, the pupils are developing good economic awareness.

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Grade: 3

Teaching is satisfactory overall. Most of the lessons seen were satisfactory but in the Foundation Stage teaching was good. Here the teacher devises a good variety of tasks, encourages independent decision making and challenges higher attaining children well. Teachers assess and record each pupil’s attainment regularly, accurately tracking each pupil’s progress from one year to the next. However, they do not make the best use of this information when planning what to teach next. Extension tasks for higher attaining pupils do not always provide enough challenge for them. Good use is made of information and communication technology (ICT), for example when pupils in Years 5 and 6 explored the perimeters of complex shapes. Teaching assistants work effectively with class teachers to support pupils with learning difficulties and disabilities. Behaviour is now managed well. Good links between home and school support learning well, with

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Grade: 3

relevant homework and good arrangements to involve parents in their children’s education.

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Grade: 3

The curriculum is satisfactory and meets requirements. The range of work matches the needs of the vast majority of pupils, including those with learning difficulties and 3 Inspection Report: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 2005 disabilities. The school provides well for mathematics and ICT and covers all necessary aspects for all subjects. There are suitable thematic links made between subjects. However, the coverage of skills within these themes is often not planned in sufficient depth to enable the more able pupils in each mixed-aged class to extend their learning well enough. While pupils’ achievement in science is satisfactory overall, the opportunities for them to develop investigative skills independently are limited. There is insufficient emphasis on developing pupils’ literacy skills when teaching other subjects, such as history and religious education. The school is making good endeavours

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Grade: 3

to teach French to the older pupils. The pupils are prepared well for their future economic well-being and there is good provision for their personal, social and health education. The extended programme of visits and visitors and the use of talented adults to support the arts curriculum are good.

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Grade: 2

The care, guidance and support of pupils are good. All staff know each pupil well and are committed to promoting a safe and secure learning environment. This gives the pupils confidence to discuss any problems or concerns with adults. The headteacher and the governors monitor health and safety issues regularly. There are well understood routines within the school for risk assessment and the arrangements for child protection are robust. Gifted and talented pupils are given good guidance and are supported well. Pupils needing support and those with learning difficulties are identified early and good arrangements are made to support their learning in small groups and in the classrooms. The school is beginning to develop pupils’ awareness of their targets in literacy and numeracy but as yet this is inconsistent in Years 5 and 6. The school works well with parents and has good arrangements to discuss with them their children’s

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Grade: 2

progress and to involve them in their learning.

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Grade: 2

Leadership and management are good and have improved since the last inspection. High staffing costs, in the past, put overwhelming constraints upon the school. The headteacher had a full time teaching role until January 2005 which restricted the time he could spend upon whole school issues. This matter is now resolved and the headteacher’s own teaching commitment has been reduced, enabling him to lead the school effectively. The headteacher sets a clear direction for future developments and ensures that all pupils are fully involved in all aspects of school life. The school’s self-evaluation of its performance, although little has been recorded, is effective and well understood by the governing body and the staff. Since the last inspection the role of the deputy headteacher has developed well and she now takes a more prominent role in school management. Leadership and management of the Foundation Stage are good. The leadership and

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Grade: 2

management of the subjects have improved since the last inspection and are good. 4 Inspection Report: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 2005 The subject leaders monitor and evaluate teaching and learning for their subjects convincingly and set relevant targets. The impact of this is seen over the past year in the improved achievement of most pupils. The time allocated for teachers to prepare their work has been used well to develop the arts. The school consults well with parents and their views are taken into account. Everyone combines effectively to work as a coherent team to identify strengths and priorities for improvement. The governance of the school is good and governors are well aware of the school’s strengths and weaknesses, being kept fully informed of school developments. They ensure that all statutory requirements are met. Finances are managed well and building maintenance and resources are good. The school has

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Grade: 2

a good capacity to improve further. 5 Inspection Report: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 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: Weston-under-Penyard CofE Primary School, 5 December 2005 to 5 December 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 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 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 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 3 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 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

Weston-under-Penyard CE Primary School School Lane Weston-under-Penyard Ross on Wye Herefordshire HR9 7PA 5 December 2005 Dear Pupils Thank you for welcoming us to your school. The inspectors enjoyed their time with you, looking at your work and visiting lessons. We enjoyed chatting with many of you. Thank you for telling us all about your school. What we liked most about Weston under Penyard Primary School •Your headteacher leads and manages the school well. •Your teachers are caring and give you good support. •You get on well with each other and your behaviour is good. •You are aware of the need to adopt a healthy lifestyle. •Your school is improving. What we have asked your headteacher and staff to do •Make better use of the records kept about your progress when teachers plan your work. •Ensure that the tasks the teachers set are providing you all with good levels of challenge. •Give you more opportunities to carry out your own investigations in science.

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Text from letter to pupils explaining the findings of the inspection

We hope that you continue to have enjoyment in your lessons and that you try hard to do your best at all times. Yours faithfully Graeme Bassett Lead inspector

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