Staplehurst School

118313 Unique Reference Number Kent LEA 280291 Inspection number 11 May 2006 to 12 May 2006 Inspection dates Don Mason AI Reporting inspector

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

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Gybbon Rise School address Primary Type of school Staplehurst Community School category Tonbridge, Kent TN12 0LZ 4 to 11 Age range of pupils 01580 891765 Telephone number Mixed Gender of pupils 01580 891291 Fax number 396 Number on roll Mr C Hynes Chair of governors The governing body Appropriate authority Mrs A Bolt Headteacher 2 February 2004 Date of previous inspection

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Inspection number Inspection dates Age group 280291 11 May 2006 - 4 to 11 12 May 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 three Additional Inspectors.

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Description of the school

The pupils come from a wide range of social and economic backgrounds and almost 90% are White British. The attainment of pupils on entry to the school is average as is the proportion of pupils with learning difficulties. The previous inspection in February 2004 found that the school had serious weaknesses. A new headteacher was appointed in September 2004 and there have been a number of staff changes since then.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Staplehurst School, 11 May 2006 to 12 May 2006

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Grade: 3

The school’s overall effectiveness is now satisfactory and improving and it gives satisfactory value for money. Due to the strong leadership of the headteacher, strong support from the local authority, the effectiveness of senior managers and the work of all staff in developing their areas of responsibility, the issues raised in the last inspection report have been remedied. Its capacity for improvement is good. These judgements reflect the school’s own view of its performance. Provision and achievement in the Foundation Stage are satisfactory with strengths in creative development and in pupils’ personal, social and emotional development. Standards in English, mathematics and science are average representing an improvement on the situation previously when standards and achievement in Years 3 to 6 were judged to be unsatisfactory. There are indications that further improvements will be seen in the results of the national tests in 2006. Methods of checking pupils’ progress

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Grade: 3

are now more effective than they were. This information is being used in teachers’ planning, which provides more effective support, at an earlier stage, for pupils of all abilities. The quality of teaching and learning is satisfactory overall and improving, particularly in writing. Pupils are more enthusiastic about their writing and beginning to produce work of higher quality. The good personal development is reflected in most pupils making good efforts and behaving well. A satisfactory curriculum is enriched by a wide range of popular extra activities. The leadership and management of the school is now good as reflected by the progress that has been made in all areas of school life. The governors continue to provide very good support for the school and now have the procedures in place to become an effective partner in the school’s desire to perform as well as it can.

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What the school should do to improve further

• Continue to work to improve the quality of assessment and methods to check progress to ensure that pupils of all abilities achieve the best they are capable of. • Ensure that the improvement measures, which have resulted in a more effective school, are applied consistently across the school.

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Grade: 3

Pupils’ achievement and standards have improved and are now satisfactory. Achievement in the Foundation Stage is satisfactory overall and pupils make good progress in their personal and social development and in developing the skills of independent learning. Following the last inspection report, the school set itself the challenging target to raise standards of attainment to at least satisfactory level. Despite the many difficulties the school faced at the time, it has succeeded. In the 2005 national tests, standards at the end of Year 2 were average, an improvement on the previous two years. However, standards and achievement at the end of Year 6 remained significantly below average but at that stage the new headteacher had been in post 2 Inspection Report: Staplehurst School, 11 May 2006 to 12 May 2006 for only two terms. Her appointment has had a positive impact and pupils’ achievement and standards are now satisfactory. Improvement measures, which have been

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Grade: 3

introduced, are now having a significant impact on raising standards particularly in writing and mathematics. Pupils clearly enjoy their lessons and are keen to do their best. All groups of pupils make satisfactory progress, including those with learning difficulties. As a result of improved assessment and checking arrangements, the school now sets appropriate yet challenging targets and its monitoring of progress towards reaching them is more effective.

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Grade: 2

The good personal development is reflected in the way that pupils speak with enthusiasm about their school, saying how much they enjoy their lessons and the wide variety of activities available to them. Children settle in very well to the Reception classes, quickly growing in independence. Behaviour is good, although a few pupils in one Year 3 class lack self-discipline, which occasionally disrupts the learning of others. Attendance levels are consistently above average, which is good. Pupils contribute positively to community events both in and out of school. Social, moral, spiritual and cultural development is good. Pupils respond well to the opportunities they receive to express feelings and show empathy with others. All pupils are growing in self-esteem and are particularly proud when they win stars or the ‘Oscar’ for good attitudes and achievement. The School Council gives pupils a voice in decision making but would be more effective if the

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Grade: 2

pupils were able to elect officers and to take charge of meetings themselves with the support of a member of staff. Pupils know how to keep themselves safe and speak sensibly about such issues as road safety and “stranger danger”. Should they be worried about any matter they know they have adults they trust to advise them. Pupils are enthusiastic about keeping healthy. They participate in a wide range of sports and understand what constitutes a healthy diet. Much to their delight and that of staff involved, the school rugby team has just received the “Fair Play” award. The satisfactory progress in their literacy, numeracy and computer skills and their increasing independence in learning will serve pupils well in the future.

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Grade: 3

Teaching and learning are satisfactory overall reflecting pupils’ satisfactory progress. The good teaching in the Foundation Stage is particularly effective in stimulating the pupils’ interest, developing their creativity and promoting their personal development. Throughout the school lessons are well structured and focus on developing pupils’ basic literacy and numeracy skills. Relationships between teachers and pupils are good, which results in pupils who generally behave well and display positive attitudes towards 3 Inspection Report: Staplehurst School, 11 May 2006 to 12 May 2006 their learning. The well trained teaching assistants provide good support for pupils with learning difficulties so that they achieve success. Gifted and talented pupils are identified but sometimes their work is too easy. Where teaching is most effective, teachers involve pupils actively in the lesson ensuring they understand the objectives

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Grade: 3

and can talk about what they have learnt. In a particularly effective Year 1 numeracy lesson, pupils’ understanding of ‘directional language’ was well illustrated by colourful potato prints showing quarter and half turns. Outside, the teacher worked with higher attaining pupils helping them to lead each other through a complicated maze using 90 and 180 degree turns. Occasionally, teaching is less effective because the pace and challenge do not hold pupils’ interest and the lesson is not managed as well as it might be. Teachers now use assessment information well to provide tasks that match the ability of different groups of pupils. However, some inconsistencies remain in marking and in the use of learning targets.

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Grade: 3

The curriculum is satisfactory and statutory requirements are met. All subjects now have coordinators who are developing ways to improve provision in all subjects. The provision of information and communication technology (ICT) has improved significantly and is now satisfactory. The satisfactory and improving provision for literacy, numeracy and ICT and the pupils’ good personal development mean that pupils are increasingly well prepared for their future lives. The curriculum is supplemented by a wide range of well supported activities, but there are fewer opportunities for younger pupils. The wide range of high quality learning experiences in the Foundation Stage has been maintained. The curriculum tasks for pupils with learning difficulties are better matched to their needs in English and numeracy than in other subjects.

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Grade: 3

Overall the care, guidance and support is satisfactory but some aspects are better. The improving assessment systems give teachers more accurate information about the progress of all pupils. In most classes pupils use their group or class targets to judge how well they are doing and what they need to do to get better. The task now is to refine these targets so that they meet the needs of individual pupils more precisely. Pupils with learning difficulties are given good support. The quality of care is effective due to good relationships with staff and pupils feel they have someone to turn to should they have any concerns. Vulnerable children are well supported so they can achieve just as well as their peers. Child protection and risk assessment procedures are rigorous and staff are vigilant in ensuring that pupils are safe from harm whilst in the school’s care. 4 Inspection Report: Staplehurst School, 11 May 2006 to 12 May 2006

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Grade: 2

The good leadership and management are reflected in the effective way the school has improved from one with serious concerns to one that now offers a satisfactory education for the pupils and is improving. Under the very strong leadership of the headteacher the school continues to confront the issues raised in the last inspection report and is determined to raise standards and improve the school’s performance. Senior staff appreciate the trust placed in them by the headteacher. They welcome the training opportunities and provide strong support for the headteacher as they seek to raise standards in their subjects. The school’s self-evaluation is good and there is a clear, well structured plan in place for further development and improvement. The school is managed well and there is an atmosphere of calm purposefulness. The school has good links with outside agencies especially with the local authority which has

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Grade: 2

strongly supported its efforts to raise standards. The majority of parents’ responses to the questionnaire were overwhelmingly positive but a few of those who responded, disagreed about the school seeking their views and taking them into account. The governors have supported the school well in the difficult period since the last inspection. Its improved procedures have put it in a strong position to support the school in moving forward. 5 Inspection Report: Staplehurst School, 11 May 2006 to 12 May 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: Staplehurst School, 11 May 2006 to 12 May 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 3 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 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 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 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 3 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

We really enjoyed our visit to your school. We particularly enjoyed talking to representatives from each of your classes who told us what they liked about school and why they enjoyed their lessons. Thank you for being so helpful and friendly. What your school does well: At the time of the last inspection, the inspectors were worried about a number of things. We do not have these concerns because the headteacher and all the adults in school have worked really hard to sort them out. Teachers have been thinking a lot about the way they teach you to make sure that you all make the best progress that you can. Most of you behave well, told us that you enjoy school and said that the teachers make your lessons interesting. You told us that you feel safe in school, that the adults look after you well and that they will help you if you have any worries. What we have asked your school to do now: Keep working to improve the way they check the progress you are making in your work so that

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Text from letter to pupils explaining the findings of the inspection

you all do the very best that you can. Make sure that the improvements, which have made your school better, are carried out in the same way in every class. We believe that your school will go from strength to strength and we wish you all the very best for the future.

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