Swing Gate Infant School and Nursery

Inspection Report Swing Gate First School

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117260 Unique Reference Number HERTFORDSHIRE LEA LEA 280027 Inspection number 12 December 2005 to 13 December 2005 Inspection dates Mrs. Jackie Cousins LI Reporting inspector

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

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Swing Gate Lane School address First Type of school HP4 2LJ Community School category 3 to 9 Age range of pupils 01442 863913 Telephone number Mixed Gender of pupils 01442 870951 Fax number 173 Number on roll Mrs.Judith Limbert Chair of governors The governing body Appropriate authority Mrs. Rosie Dunmur Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 280027 12 December 2005 - 3 to 9 13 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 smaller than average sized first and nursery school is in the town centre of Berkhamsted. Most year groups contain approximately thirty pupils. Many of the pupils live in rented homes and some live in privately owned houses. The number of pupils taking free school meals is below average. When the youngest pupils start school their levels of knowledge and understanding are in line with those expected for three-year-olds. Overall the school has an average proportion of pupils with special educational needs. Nine out of 10 pupils are from White British families. A few pupils are from minority ethnic groups and a few pupils speak English as an additional language.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Swing Gate First School, 12 December 2005 to 13 December 2005

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Grade: 3

Swing Gate First School and Nursery is a satisfactory and improving school. The inspection confirms the judgements of the school. Although the headteacher's and deputy headteacher's leadership is good, leadership and management are sound overall. Subject coordinators do not always monitor pupils' standards in their subjects effectively. Governors keep a watchful eye on spending and the chairman of the governors is an effective manager. Teaching is satisfactory and has some strengths. Teachers and teaching assistants are dedicated and care effectively for pupils. The partnership with parents is effective. One parent says, 'I think Swing Gate is a wonderful school. The teachers are enthusiastic and supportive.' The children are given a sound start in nursery and reception because of the satisfactory teaching and leadership these classes. Standards by the start of Year 1 are average. Overall, pupils' achievement

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Grade: 3

and standards are sound. However, standards in writing are below average by Years 2 and 4. Pupils behave well and concentrate effectively on their work. Interesting activities are planned and pupils enjoy special events, for example, Christmas concerts for children in the nursery and reception and in Years 1 to 4. Pupils' progress is tracked effectively in reading, writing, mathematics and science, except in the nursery and reception classes. Assessment activities are used satisfactorily but the consistent use of specific comments to tell pupils what they need to do to learn could be further developed in teachers' marking. The school offers satisfactory value for money. The inspection confirms the school's judgement that the improvement since the last inspection has been satisfactory. For example, standards in science in Year 2 are higher than was found at the last inspection. Standards in information and communication

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Grade: 3

technology (ICT) in Years 2 and 4 meet expectations because of the good use of laptops, interactive whiteboards and teachers' expertise. The school is in a good position to improve in the future because of the effective school development plan and strong leadership of the headteacher.

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What the school should do to improve further

- Raise standards of writing throughout the school. - Continue to develop the use specific targets in teachers' marking so that the pupils are even clearer about what they need to do to improve their work. - Track children's progress more effectively in nursery and reception classes. - Continue to develop the role of coordinators so that they have a more effective understanding of pupils' standards.

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Grade: 3

Pupils' standards and achievement are satisfactory. Overall most pupils achieve satisfactorily while at the school and attain average standards by Year 4. When children enter the school their levels of knowledge and understanding are average overall, except in writing skills which are below average. They get off to a satisfactory start in the nursery and reception classes and attain average standards by the beginning of 2 Inspection Report: Swing Gate First School, 12 December 2005 to 13 December 2005 Year 1 in most areas of learning. The majority of pupils make satisfactory progress in Years 1 to 4. Standards in 2005 in reading, mathematics and science were average in Years 2 and 4. The school met its challenging targets for its Year 2 pupils. However, standards in writing were below average in Years 2 and 4. The school has identified the need to improve pupils' standards in writing and has recently started to use whole

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Grade: 3

class targets to develop these skills. However, a significant proportion of pupils still do not consistently use imaginative vocabulary in their writing. Many do not use a fluent and accurately formed style of handwriting by Year 4. This is partly because not all members of staff are clear about the school's ways to teach handwriting and presentation skills. Standards for boys and girls are similar. School data demonstrates that pupils from minority ethnic groups achieve satisfactorily and those who speak English as an additional language make good progress. Standards in ICT meet expectations in Years 2 and 4. For instance, many Year 4 pupils use computers effectively to create newspaper articles and add images effectively. Some more able pupils create amazing pictures which look like dreams using computer effects well. The majority of pupils with special educational needs make good progress with regard

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Grade: 2

Pupils' personal development and well-being are effective. This a friendly school where relationships between pupils are good. The pupils know they are treated fairly and that adults will listen if they have a problem. Good behaviour and an enthusiasm for learning help pupils enjoy school. Attendance is above average and most pupils arrive at school on time. Pupils understand how to lead safe and healthy lives because of a good programme of study for personal, social and health education. For example, displays in the hall show pupils about healthy meals and snacks and physical activities to do in water. A strong emphasis on the teaching of reading, mathematics and ICT contributes satisfactorily to pupils' future economic well-being. Pupils' spiritual, moral, social and cultural development is good. Their successes are recognised and this raises their self-esteem. They know why rules are necessary and are clear about school rules.

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Grade: 2

Working together in pairs and small groups helps them to mix happily together. Pupils discuss their views with representatives who take their ideas to the school council. For example, all pupils were consulted through this council on how a new area would be developed. They chose an adventure and exercise play area. Pupils make a satisfactory contribution to the community when they raise money and collect items for various charities.

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Grade: 3

The quality of teaching and learning is satisfactory with some good features. Teachers have high expectations of pupils' work and attitudes. They have good relationships 3 Inspection Report: Swing Gate First School, 12 December 2005 to 13 December 2005 with pupils and manage their classes effectively. As a result, pupils enjoy learning and make satisfactory progress. In many lessons teachers have good subject knowledge. The pace of teaching is lively and they use resources well to capture pupils' interest. For example, in a good English lesson in Year 2, the teacher used the interactive whiteboard effectively to explain and demonstrate very clearly what she wanted pupils to achieve. This enabled pupils to settle quickly and work productively together because they knew what they had to do. Pupils with learning difficulties and disabilities receive a good level of support from knowledgeable teaching assistants. Teachers sometimes

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Grade: 3

provide constructive feedback which gives pupils clear guidance on what they need to do to improve their work. However, this good practice is not established in all classes. Some teachers do not use the time at the end of lessons to involve pupils in understanding how well they are doing and in knowing what they need to do to improve further. Occasionally, more able pupils are not fully challenged in all lessons. The school is aware of this and is working to develop teachers' questioning skills to address this weakness. Assessment activities are good and are used satisfactorily. Pupils' achievement is tracked effectively in reading, writing, mathematics and science from Years 1 to 4. However, teachers' marking is not consistently used to explain to pupils what they have done well and need to do to improve. This means that pupils are not as clear as they could be about how to attain higher levels of knowledge.

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Grade: 3

The school's curriculum is satisfactory. The work pupils do is varied with a satisfactory amount of time given to all subjects. The pupils achieve satisfactorily in literacy, numeracy, science and ICT. Furthermore, the school works well to ensure that pupils' days are varied. For instance, creative sessions allows pupils to write Japanese poems which appreciate the natural world. Effective provision for the arts includes units of work on famous artists where pupils create effective pictures in the style of Henri Rousseau. A good range of after-school and lunchtime clubs is enjoyed by pupils. There are some opportunities to sing and perform within the school in musical productions and activities.

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Grade: 2

The quality of care, guidance and support for pupils is good. Pupils who have learning difficulties and disabilities are identified early and supported well. The school works closely with external agencies to ensure the needs of these pupils are met. For example, some pupils received support from the occupational therapist to help them develop their handwriting skills. Procedures for child protection, health and safety and first aid are comprehensive. Pupils speak highly of their teachers and say that they feel well looked after. The provision of this high quality support and care ensures that pupils remain enthusiastic about coming to school and are keen to learn. The school has not established procedures for tracking children's progress in nursery and reception. 4 Inspection Report: Swing Gate First School, 12 December 2005 to 13 December 2005 This means that staff do not have a clear understanding of how much progress

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Grade: 2

individual children make during their time in these classes.

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Grade: 3

The leadership and management of the school are satisfactory. The headteacher leads the school well and is supported by a knowledgeable deputy headteacher. They promote a caring and supportive atmosphere in which pupils feel safe and enjoy their learning. Pupils from all backgrounds are effectively involved in school activities. There is a good team spirit among the staff and governors who are well motivated and want to do their best by the school and its pupils. There has been satisfactory improvement since the last inspection, including improved standards in science and ICT and attendance is now above the national average. The senior leadership team and the governors have correctly identified what needs to improve. They know that pupils could do better in their writing and problem solving. The quality of self-evaluation is now effective. The school development plan is detailed and focused on driving up

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Grade: 3

standards. The plan is specific and this helps the senior leadership team and governors to measure how well they are meeting their targets. Views of the parents are sought and their ideas are incorporated into the school's development plan. Most parents show strong support for the school. The team is developing its ability to use data to track and improve the performance of individual pupils. An accurate evaluation of teaching has taken place. However, not all subject coordinators have the opportunity to carry out lesson observations, analyse pupils' work and carry out discussion with pupils to enable them to evaluate standards accurately. The school budget has a higher than average under-spend. This is due to a number of experienced teachers leaving during the past year and teachers were taken on who were paid less because they have fewer years of teaching experience. The unspent money from last year's budget has

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Grade: 3

been used well on improving the outside playground area and purchasing new ICT equipment. Governance is satisfactory. Governors are well informed about the school's performance and are very supportive of the senior leadership team. The strength in the leadership and management gives the school good potential for future improvement. 5 Inspection Report: Swing Gate First School, 12 December 2005 to 13 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: Swing Gate First School, 12 December 2005 to 13 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 3 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 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 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 3 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 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 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

Thank you for helping us find out about your school. We enjoyed watching you in lessons and talking to you. It was interesting to talk to your teachers and watch one assembly. Good things about your school include: - you work hard in lessons and behaviour is good - teachers and teaching assistants care for you well and help you to do good work - your headteacher and deputy headteacher have good ideas about ways to improve the school - you are encouraged effectively to lead healthy and safe lives - lunchtime and after school clubs are good - computers and interactive whiteboards are helping you to improve your ICT work. We have asked your school to look at how they can make things even better. We hope that you will help teachers by listening to them carefully. The most important things are: - improving your writing skills so that you write interesting and neatly written pieces of work - following your progress more

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Text from letter to pupils explaining the findings of the inspection

closely in the nursery and reception classes - continuing to improve teachers' marking which will help you get better at improving your work - asking the teachers to keep a track of your progress more carefully in some subjects so that they know more about how you are doing. Keep up the super work at Swing Gate First School and Nursery.

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