Boothferry Primary School

Inspection Report Boothferry Primary School

p.1

117941 Unique Reference Number East Riding of Yorkshire LEA 280192 Inspection number 3 October 2005 to 4 October 2005 Inspection dates Anthony Calderbank Reporting inspector

p.1

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

p.1

Newport Street School address Primary Type of school Goole Community School category DN14 6TL 4 to 11 Age range of pupils 01405 762151 Telephone number Mixed Gender of pupils 01405 720429 Fax number 271 Number on roll Mr J Watson Chair of governors The governing body Appropriate authority Mrs R M Williamson Headteacher 29 December 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 280192 3 October 2005 - 4 to 11 4 October 2005 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by three additional inspectors.

p.3

Description of the school

Boothferry Primary School is a larger than average sized primary school situated to the west of the town of Goole in the East Riding of Yorkshire in a socially and economically disadvantaged area. The majority of children are of white British background. Seven pupils are at an early stage of learning English and there are three looked after children. The proportion of children entitled to a free school meal is broadly average. The percentage of pupils with learning difficulties and/or disabilities and with statements of their special educational needs is above that found in most schools. The children’s skills on entry to the school are below the levels expected. A higher than average number of pupils are not at the school for the whole of their primary education, joining at other than the usual times. The school has gained a Healthy School Award, Basic Skills Quality Mark, Naace Mark and is credited with

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005

p.3

Grade: 2

Boothferry Primary is a good school with some outstanding features. Pupils enjoy their education and are very well cared for. The quality of the teaching and the curriculum is good, with a wide range of enrichment opportunities. As a result, pupils achieve well in reaching broadly average standards by the end of Year 6. The school is well led and managed and has made good improvements since the previous inspection. In particular, the headteacher and staff have worked hard to improve provision in the Foundation Stage and the teaching of information and communication technology (ICT), and this has led to higher standards in these areas. Pupils’ personal development and well-being are outstanding and as a result children have very good attitudes and behave extremely well. The school’s capacity to make further improvement is good but in order to do so it must raise achievement in writing and ensure that assessment information is used

p.4

Grade: 2

to set challenging targets. The school gives good value for money.

p.4

What the school should do to improve further

Focus on: • raising standards in writing • ensuring that assessment information is used to set challenging targets.

p.4

Grade: 2

From the below average attainment when children start school, pupils make good progress and achieve well to reach broadly average standards by the end of Year 6. Pupils with learning difficulties and the looked after children make good progress because their individual needs are clearly identified, and they are given suitable help. The small number of pupils with English as an additional language have well-focused teaching, which builds their confidence and helps them to do well. Children in the reception class are provided with an exciting curriculum which provides good opportunities for them to explore and find things out. As a result, by the time they begin Year 1 the majority will have achieved the early learning goals, but speaking skills are still below those found in most schools. Pupils in Years 1 and 2 achieve well overall and a large majority attain the expected standard in English, mathematics and

p.4

Grade: 2

science. However, the number of children achieving the higher levels in writing is below that found in most schools. Good progress continues in Years 3 to 6 and standards are broadly average in English and mathematics by the end of Year 6. However, though pupils achieve well in science, standards are below those found in most schools because pupils have difficulty remembering and understanding the technical vocabulary. Pupils use their good ICT skills well to help them learn in other subjects. 2 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005

p.4

Grade: 1

Pupils’ attitudes and behaviour in classes, and around the school, are very good. They are keen to succeed, and work extremely hard. Attendance has improved since the previous inspection and is now similar to that found in most schools. Pupils’ relationships with each other and staff are extremely good, reflecting the strong emphasis which the school places on their personal development. Pupils play happily together and say that instances of bullying or aggressive behaviour are very rare. They show initiative, for example, by organising fund-raising events in support of charities, and take on a range of responsibilities through acting as ‘buddies’ at playtime and being a member of the school council. These are outstanding features of the school’s provision as they give pupils a voice in making important decisions regarding their safety, welfare and pastoral care. Pupils have an excellent understanding of how to

p.5

Grade: 1

stay safe and lead healthy lifestyles. Spiritual development is a strong feature of the school. Pupils respect each other and have a very clear sense of right and wrong. They have a good understanding of the cultural tradition of others which is developed through activities such as a visit to a Hindu temple and celebrations of the cultural traditions of other countries such as France.

p.5

Grade: 2

The quality of teaching and learning is good. A particular strength is the use of ICT, which results in pupils being very focused and interested in their learning. The relationships between adults and pupils are of a high quality and, with a consistent and firm approach to discipline, lead to a very positive climate for learning. As a result, pupils enjoy their lessons and make good progress. Lessons are thoroughly planned and teaching assistants are very clear about their role and whom they are to support. This means that pupils work hard at the tasks that have been set and sustain a good level of concentration. Pupils with learning difficulties and/or disabilities, the looked after children and those who have English as an additional language, are always well planned for and they feel fully included in the learning. The outcome is that these pupils are growing in confidence and able to work independently.

p.5

Grade: 2

From the Foundation Stage onwards, emphasis is placed on promoting self-esteem and giving pupils opportunities to learn in different ways. Teachers use a good range of methods to make lessons fun and provide practical ways for pupils to understand what they are doing. This is most evident in the recent initiative to encourage pupils to explain and demonstrate what they have learnt and which is improving their ability 3 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005 to express ideas and opinions. However, this is yet to make an impact upon the pupils’ writing skills but teachers are monitoring this closely so that standards are raised. Assessment procedures are very good in English and good in mathematics. Test results are analysed and the information is used well to identify gaps in pupils’ learning. The recently implemented system to track progress is useful but the use of data could be

p.5

Grade: 2

further refined. This would enable teachers to be clearer about the groups of pupils who need the most help and what they need to do to improve. This is already happening in English and mathematics, where individual targets are set, but in order to raise standards teachers need to ensure that the targets are challenging enough.

p.6

Grade: 2

The curriculum is good and the school is particularly successful in promoting health and well-being. A programme of personal, health and social education, including sex and relationships education and the effects of drugs, smoking and alcohol is very well planned to equip learners with the skills needed to cope with dangers in their lives. ICT is a major strength and used exceptionally well to support pupils’ learning. The teaching of French throughout the school is a positive innovation that pupils really enjoy. The success in achieving the Healthy School Award has led to an enriched curriculum with many opportunities to be involved in sporting and cultural activities during and after the school day. The curriculum is adapted well to meet the needs of different groups of pupils, who all feel fully involved in the life of the school. The range of visits, including a residential trip for older pupils, is very effective in fostering pupils’ interest in and commitment

p.6

Grade: 2

The care, guidance and support given to pupils contribute well to their good achievements. Pupils trust staff and know whom to turn to if they need help with academic or personal needs. They say that they feel safe in school because any problems that they might have are dealt with very swiftly – ‘the staff are always there for you like one big family’. They think that the playground is a good place to be because there is plenty to do and the ‘Buddy’ system, where pupils act as a companion, is highly valued. Regular school health and safety checks and risk assessments contribute to the safe environment pupils work in. Every adult understands the up-to-date child protection procedures. Good personal support is given to all pupils, including those with learning difficulties and/or disabilities, the looked after pupils and those who speak English as an additional language. The support provided for pupils with behavioural problems is a strength of

p.6

Grade: 2

the school. Parents get good information about how well their children are getting on. 4 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005

p.6

Grade: 2

Leadership and management of the school are good. The headteacher gives the school a very clear sense of direction and purpose and has created an atmosphere where everyone feels valued, cared for and respected. The very strong focus on staff knowing pupils exceptionally well as individuals ensures that they are all treated equally and fairly and experience success. The school has good systems for checking how well it is doing and identifying where it could do better, including seeking the views of parents and pupils. There are very good assessment procedures in English and mathematics and the data from test results in these subjects are used very well to provide a clear overview of pupils’ progress from one year to the next. However, a consistent approach to assessment has only just been introduced in science and other subjects. The school now needs to ensure that assessment information is used to set pupils suitably challenging targets in order

p.7

Grade: 2

to improve standards and achievement. The headteacher ensures that subject leaders monitor and develop their areas and identify priorities for improvement. These priorities feed successfully into the school’s development plan. Monitoring of teaching and learning is thorough in mathematics and English and provides teachers with specific points for development, therefore leading to improvements in pupils’ learning and enjoyment of lessons. Professional development courses have equipped teachers and support staff well with the skills to enhance learning, particularly for pupils with behavioural problems. The leadership of the Foundation Stage is very good and as a result provision is outstanding. Governors are fully involved in the life of the school. They play an active role in financial planning and the efficient use of resources. They have undertaken a thorough review of their effectiveness and have produced an action plan to address areas they have

p.7

Grade: 2

identified as being in need of further development. Staff have worked hard to make the building an exciting and interesting place for the pupils to learn in. There are good levels of teaching and support staff who work very well together for the good of the pupils. 5 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005 .

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Boothferry Primary School, 3 October 2005 to 4 October 2005

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 1 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

p.9

Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

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

p.9

learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 3 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 1 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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 www.ofsted.gov.uk Boothferry Primary School Newport Street Goole DN14 6TL 5 October 2005 Dear Pupils, Following our visit to look at your school we would like to thank you for making us so welcome, and to tell you what we found out. We enjoyed seeing you at work and at playtimes, and liked talking to you. There are lots of things that we liked about your school and we think that you are lucky to go to such a good school. Some of the things we liked are: your school is very friendly and welcoming. You behave very well and get on very well with each other your headteacher has appointed some very good teachers, who prepare interesting lessons you listen attentively to what your teachers have to say and try very hard in your lessons all the people who work in your school make sure that you are safe and very well looked after your headteacher, and all of the other people who help run your school, are good at making

p.11

Text from letter to pupils explaining the findings of the inspection

sure that you get a good education we agree with your parents that you go to a good school. Everybody who works there wants it to be even better. To help them to do this we think that the things to do next are to: improve your writing skills make sure that your targets help you to make even more progress. Yours sincerely, Tony Calderbank John Atkinson Jane Randall Inspection Team Annex B

p.11