Chartham Primary School

Inspection Report Chartham Primary School

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118357 Unique Reference Number Kent LEA 280298 Inspection number 10 January 2006 to 11 January 2006 Inspection dates Janet Gill RISP Reporting inspector

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

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Shalmsford Street School address Primary Type of school Canterbury Community School category Kent CT4 7QN 5 to 11 Age range of pupils 01227 738225 Telephone number Mixed Gender of pupils 01227 732175 Fax number 265 Number on roll Mrs Valerie Elvidge Chair of governors The governing body Appropriate authority Mrs Judith Martyn Headteacher 13 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280298 10 January 2006 - 5 to 11 11 January 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

Most pupils come from the village of Chartham. Pupils are from predominantly White British backgrounds. Attainment on entry to the reception class is as expected for the children’s age and reflects the diverse social mix in the area. The proportion of pupils with learning difficulties or disabilities is broadly average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Chartham Primary School, 10 January 2006 to 11 January 2006

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Grade: 2

This is an effective school that provides good value for money. The school includes all pupils in every aspect of school life extremely well. Given the school’s good track record of improvement, particularly in standards, since the last inspection, it is well placed to make further progress. The school has high expectations of the standards pupils are capable of reaching, both academically and in their personal development. As a result, all pupils achieve well, regardless of their ability. Teaching is good throughout the school, although better than this in the Foundation Stage. Children have an excellent start to their education in the reception class and many exceed the early learning goals by the end of the year. The children’s positive start is built on well throughout the school. Pupils love coming to school, and thoroughly enjoy the challenges and opportunities offered to them. The attention to their personal development and well-being is good, and pupils are

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Grade: 2

well cared for, guided and supported. This means that they behave well and have positive attitudes to school and all it has to offer. The extent to which pupils adopt healthy and safe lifestyles is very good. The headteacher leads and manages the school well but more work is needed before her strong desire to create a highly effective team can be realised. As yet the subject leaders lack sufficient involvement in checking standards, teaching and learning. The headteacher with members of staff and governors are good at identifying priorities for improvement because they use self-evaluation and analysis of performance data well. The school has identified that to improve pupils’ skills in information and communication technology, resources need to be improved. Strategies that have been implemented to bring about improvement are having positive outcomes. This means standards have risen in English, mathematics and science over the last few years to

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Grade: 2

well above average by the time pupils leave school in Year 6. The inspection team are in agreement with the school about its effectiveness.

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What the school should do to improve further

•Improve the resources for information and communication technology so that pupils’ skills and knowledge can be extended and used consistently across the curriculum. •Ensure co-ordinators play a greater role in the monitoring of standards, teaching and learning in their subjects.

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Grade: 2

Well-above-average standards and pupils’ good achievement result from good teaching and assessment. Significant improvement has been made since the previous inspection. By Year 6, standards are well above average, especially in English and mathematics, and better than those found in similar schools. The strong upward trend since 2002 2 Inspection Report: Chartham Primary School, 10 January 2006 to 11 January 2006 is greater than that seen nationally. The pupils meet challenging targets set for English and mathematics. Children have average skills for their age when they start school in the reception class. An exciting curriculum and outstanding teaching ensure children make very good progress. Many children exceed the expected goals. These skills are built on well in Year 1 and the effectiveness of the teaching is demonstrated well in the standards reached by Year 2 children, which are above the national average. In reading, boys

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Grade: 2

perform less well than girls, but the school has introduced a range of strategies to overcome this, which are beginning to prove beneficial. The range of pupils’ needs, which includes those with learning difficulties and disabilities and higher attainers, is met very well. Virtually all pupils make more progress than pupils normally do in the Year 3 to 6 classes. Boys and girls achieve similarly in English and mathematics. Achievement in science has improved significantly because of action taken to improve pupils’ skills; standards are now just above average. Information and communication technology standards are satisfactory, with successful word processing, but experience of more advanced areas such as multimedia presentations is limited.

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Grade: 2

The personal development and well-being of pupils are good. Their spiritual, moral, social and cultural development is good, with a major strength in the way pupils relate to each other. In particular, younger pupils report that they greatly enjoy the company of their ‘buddies’ from Year 6. Pupils enjoy coming to school; consequently, their attendance is good. They are courteous and polite, and their behaviour is good. The school works hard to ensure that everyone feels safe in school, and pupils say that there is little bullying. They are confident in the support of staff should any problems arise. The many varied activities offered to pupils enable them to be very well aware of the need to adopt healthy lifestyles. The pupils confidently explain the importance of a healthy diet, recognise the importance of physical activity and greatly value the range of sporting activities. Pupils make a satisfactory contribution to the community. The school choir happily

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Grade: 2

performs for residents in the local village. In school, pupils readily take on responsibilities, and the members of the school council are active in improving the school environment. Having improved toilet provision, they are now keen to improve playground facilities. The range of responsibilities provided for pupils, together with the good progress they make in English and mathematics, is preparing pupils well for their next stage of education, as well as for later life. For example, pupils are encouraged to make regular savings to purchase books at the school’s book fairs. 3 Inspection Report: Chartham Primary School, 10 January 2006 to 11 January 2006

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Grade: 2

The quality of teaching is good overall. In the Foundation Stage the quality is very high, contributing strongly to the very good start children make. All lessons are well planned and pupils clearly enjoy them. They respond well and are keen to get things right. Pupils co-operate well with each other and have very positive relationships with adults. This means teachers have fun with the children, for example when they all use The Three Bears voices in Year 1. Teachers have high expectations and are encouraging, which gives pupils confidence to ask and answer questions and learn effectively. Work is matched well for pupils of varying abilities, which means they make good gains in their learning. There are occasions when teachers do too much for the children in lessons; this inhibits pupils’ independence and ability to think for themselves. Teachers use their good subject knowledge and resources well, to motivate pupils to work hard.

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Grade: 2

For example, in a Year 5 mathematics lesson, the interactive whiteboard was used particularly well for ordering negative and positive numbers. Teaching assistants play an important and effective part in ensuring very good support for pupils, especially those with learning difficulties and disabilities. Assessment is now more sharply focused to track pupils’ progress. Use of targets for learning helps pupils to understand how well they are doing and what they need to do next to improve.

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Grade: 2

Improvements since the previous inspection have ensured that the curriculum is good. Changes to curricular planning have helped make learning enjoyable and teachers provide the right level of challenge for all pupils. The links between different subjects make learning more relevant to pupils. The information and communication technology curriculum is satisfactory, but pupils’ experiences of more advanced areas, such as data collection and creating multimedia presentations, are limited owing to inadequate resources. An exciting and extremely well planned curriculum for Reception children contributes to their outstanding progress. Many pupils in Years 3 to 6 take part in a good range of clubs, including sport, music, drama and the environment. Pupils’ experiences are enriched by visits and visitors, which enhance knowledge and extend cultural experiences. Good attention is given to physical and health education to encourage pupils to be healthy and keep fit.

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Grade: 2

The school’s care for its pupils is good. In the Reception class it is excellent, which helps children settle happily into school routines. The welfare of the pupils is at the 4 Inspection Report: Chartham Primary School, 10 January 2006 to 11 January 2006 heart of the school’s work and children report that they are well looked after. Supervision at break-times is organised well, and staff are vigilant. Guidance and support in class are good, and pupils are taught the skills that make them successful learners. The school is well supported by the parents and listens and acts on their views. Pupils with learning difficulties and disabilities are provided with carefully structured help and support that meets their particular needs so they achieve success. Arrangements for child protection are exemplary, and members of staff are alert to signs that any pupil might be distressed or anxious. The use of ‘bubble boxes’, which

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Grade: 2

give pupils an opportunity to record their concerns, contributes well to this awareness. The arrangements for safeguarding pupils are good. Pupils work in a safe environment. Safety checks and risk assessments are carried out regularly, and the school site is secure. Pupils are routinely reminded of the need for taking care, for example, when undertaking lessons in physical education.

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Grade: 2

The leadership and management of the school are good and have improved significantly. This has chiefly been due to the very clear direction set by the headteacher and her determination to improve provision and standards. However, co-ordinators do not yet have sufficient involvement in the monitoring of standards, teaching and learning. Relationships are very good and pupils are well cared for in a supportive, friendly environment. The ways that equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can are outstanding strengths of the school. The school’s self-evaluation is good. It includes information from the annual parent questionnaires and views raised by pupils in the school council. Now everyone has a clear knowledge of the school’s strengths and its priorities for development, which has led to effective action. The governors are supportive and now have a greater understanding of the strengths

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Grade: 2

and weaknesses of the school. They have rapidly developed effective ways to support and challenge developments. Careful planning of resources and their effective use contribute well in bringing about improvements. Teaching assistants are deployed effectively to support and extend pupils’ learning, which has a major impact on their progress. The school evaluated the quality of its leadership and management as satisfactory, but this is too modest given the rate that standards have improved. This demonstrates that the headteacher, members of staff and governors have a strong capacity to develop the school further. 5 Inspection Report: Chartham Primary School, 10 January 2006 to 11 January 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: Chartham Primary School, 10 January 2006 to 11 January 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 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

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Achievement and standards

NA 2 How well do learners achieve? NA 2 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 2 The attendance of learners NA 2 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 3 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 1 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

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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

Chartham Primary School Shalmsford Street Chartham Canterbury Kent CT4 7QN 12 January 2006 Dear Pupils I am writing to thank you for your friendliness and the help you gave us when we visited your school. We enjoyed talking to you and looking at your work. You were very polite and well behaved and whenever we had questions to ask, you were kind enough to answer them carefully and patiently. We are very pleased that you enjoy coming to school and taking part in lots of exciting activities. We think you are getting on very well. You are right to be proud of your school. These are some of the things that we liked most: •You have good attitudes to all you do at school and work hard, which means that you are learning really well and making good progress. •You get on well with adults and each other. Older children are very good at helping younger ones. •The headteacher and all the staff run the school well. They try very hard to make school interesting and find lots of ways to involve

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Text from letter to pupils explaining the findings of the inspection

you all. •You really enjoy and appreciate all the extra opportunities that the school gives you, including clubs and visits. •Adults look after you well and make sure you are safe and healthy. •You also get lots of chances for responsibilities like the school council. Thank you for inviting one of us to attend your meeting. These are the things that we have asked your school to do: •We would like you to have better resources for ICT to help you learn lots more skills in using computers. •We have suggested that the adults in charge do more checking of standards teaching and learning. This will make sure that you continue to make good progress. Thank you once again for making our visit a special one. Best wishes Mrs J Gill, Dr M Bradshaw and Mr M James Ofsted Additional Inspectors

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