St Peter's Church of England Primary School

Inspection Report St Peter's Church of England Primary School

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118614 Unique Reference Number Kent LEA 280354 Inspection number 9 June 2006 to 9 June 2006 Inspection dates Jacqueline Marshall AI Reporting inspector

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

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Windmill Street School address Primary Type of school Tunbridge Wells Voluntary controlled School category Kent TN2 4UU 4 to 11 Age range of pupils 01892 525727 Telephone number Mixed Gender of pupils 01892 618677 Fax number 137 Number on roll Dr N Singer Chair of governors The governing body Appropriate authority Mr Nick Smith Headteacher 9 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280354 9 June 2006 - 4 to 11 9 June 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 two Additional Inspectors.

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Description of the school

St Peter’s is a smaller than average-sized primary school. The school is situated on three sites: the two storey Victorian school building housing classrooms, a separate playground and a separate hall. The school is popular and currently oversubscribed. Attainment on entry to the school is average overall. A below average proportion of pupils are eligible for free school meals, though the number has grown steadily in the last three years. Whilst the proportion of pupils with learning difficulties and disabilities has risen in the last two years, it remains below the national average. Most pupils are of White British heritage. The very small number of pupils for whom English is an additional language are fluent English speakers.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Peter's Church of England Primary School, 9 June 2006 to 9 June 2006

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Grade: 2

This is a good school with outstanding features that provides an effective education for its pupils. The school and the parents agree. Excellent relationships with all staff and the extremely wide range of interesting activities provided mean children really enjoy school and develop extremely well as individuals. The level of care provided, particularly in light of the nature of the school site, is outstanding and greatly appreciated by both pupils and parents. The youngest children get off to a good start in the Reception class, where provision is good. This ensures that the children settle quickly and achieve well, particularly in their personal development and independence. As they move through the school, all groups of pupils continue to do well, because teaching is good and the curriculum is well planned to support pupils’ learning, whatever their needs. The school has successfully worked to improve pupils’ progress in recent years, particularly in writing.

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Grade: 2

To raise standards further, they now need to provide even greater opportunities to write in other subjects, to motivate and inspire, as well as ensuring pupils always use the skills they have learnt when they write. Teachers effectively share targets with pupils and help pupils to know what they need to do next, though this has yet to become consistent in all teachers’ marking. As a result of the strong leadership of the headteacher, all leaders, including governors, have a clear understanding of the school’s strengths and weaknesses. The improvements made in the school since the last inspection demonstrate clearly that it has a good capacity to make further progress, driven by the strong sense of teamwork and desire to improve that already exist. The school provides good value for money.

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What the school should do to improve further

• Raise standards in writing even further by ensuring that pupils have even more opportunities to write and use the skills they have learnt in other subjects. • Continue to raise achievement through a more consistent approach to marking so that pupils always know exactly what they need to do next in their learning to improve.

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Grade: 2

All pupils achieve well during their time here. Children’s skills and knowledge as they enter school are in line with the levels expected for their age. They make good progress so that most exceed these by the start of Year 1, particularly their personal and independence skills. As a result of good teaching and the effective tracking systems put in place to check on pupils’ progress, all pupils throughout the rest of the school, regardless of their background or learning difficulties, are now achieving well. Good teaching in the current Year 2 classes is ensuring that pupils are now achieving well following more patchy progress when they were in Year 1, and standards are above 2 Inspection Report: St Peter's Church of England Primary School, 9 June 2006 to 9 June 2006 average. In 2005, the school exceeded its own challenging Year 6 targets. Standards in English, whilst above average, were not as high as mathematics and science with

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Grade: 2

fewer pupils reaching the higher levels. Following a dip in their progress earlier in Key Stage 2, which has since been tackled, Year 6 pupils are now achieving well. Current standards are above average with greater numbers of pupils on track to reach the higher levels in English. This is because of the high quality teaching in the class and the school’s continuing focus on raising standards in writing.

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Grade: 1

Pupils’ personal development and well-being are outstanding and this is reflected, both around the school and in lessons, in their exemplary behaviour and attitude to work. This is particularly impressive because of the difficulties in moving around a cramped building and split site. Parents agree, commenting that the school develops pupils’ ‘excellent behaviour values’. Attendance is consistently above average and improving due to the school’s thorough systems. Pupils look forward to coming to school because they really enjoy learning and feel valued and secure. Pupils told inspectors ‘It’s a friendly school and we’re treated as individuals!’ They respond very well to their responsibilities, get on extremely well and help one another, as demonstrated by their readiness to become ‘playground buddies’. Pupils make a very strong contribution to school life. Through the school council, they are able to raise questions and ideas important to them and make a real

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Grade: 1

impact, such as introducing ‘worry boxes’ and improving playground equipment. Pupils’ spiritual, moral, social and cultural development is very strong and is another key factor in their excellent behaviour and positive relationships. Close links with the parish and local community enable pupils to build on this further. Because of the school’s consistently high focus on safety, pupils have an extremely good understanding of how to keep safe. They all know of the importance of a healthy lifestyle, with healthy snacks for all and many involved in a wide range of sports clubs. A good foundation for pupils’ future economic well-being is provided by ensuring pupils achieve well in their basic skills such as literacy, numeracy and information and communication technology (ICT), encouraging a range of fundraising activities and developing pupils’ skills as independent learners.

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Grade: 2

The quality of teaching and learning is good overall and in the best lessons is outstanding. Where lessons are best, teachers set very challenging expectations for pupils’ achievement and participation that are clearly shared with the pupils and so progress is outstanding. 3 Inspection Report: St Peter's Church of England Primary School, 9 June 2006 to 9 June 2006 All teachers plan exciting and relevant activities for pupils’ differing needs and encourage pupils to become independent learners. Staff are increasingly using the interactive whiteboards effectively to enhance learning and motivate pupils further. Teachers ask demanding questions, encouraging pupils to think about their learning and give reasons for their answers. Where teaching could be even better, lessons lack some of the pace and rigour that characterise the best practice because teachers are less focused on what exactly pupils need to do next to improve.

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Grade: 2

The work of classroom assistants is a strength because they know the individual needs of pupils and adapt their approaches to them accordingly. All pupils really enjoy lessons and behaviour is exemplary because they have excellent relationships with adults and find the work extremely interesting.

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Grade: 2

The school provides a good, well planned curriculum that is enriched exceptionally well. French lessons for all, a wealth of visits, visitors and extra- curricular activities ensure pupils’ learning is vibrant and exciting, playing a significant part in pupils’ extremely good attitudes. The provision for physical education is outstanding, despite the very limited space, lack of playing fields and split site. This was recently acknowledged when the school regained the Sports Mark Award. Consequently, there is a high take up of after school clubs and participation in the sports provided. The curriculum develops pupils’ basic skills well, particularly since the school’s focus on developing writing. However, opportunities to reinforce and extend pupils’ literacy skills through writing in other subjects could be developed even further and the school has already begun work on this. Personal, social and health education supports pupils’

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Grade: 2

overall development well. A strong emphasis is placed on learning through first hand practical experiences in the Reception class. With the recently created outdoor environment this is being increasingly extended to the Year 1 class and opportunities to promote learning through play developed further.

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Grade: 1

Care, guidance and support are outstanding. The school welcomes all children, whatever their needs, a view held by the overwhelming majority of pupils and parents, and this is a key factor in pupils’ extremely positive attitudes to school. The school is aware of the potential hazards caused by the split nature of the site and has taken every possible measure to ensure pupils’ safety. Pupils say that they feel extremely safe and know who to turn to if necessary. Child protection and health and safety procedures are robust and any pupils who are at risk are identified and supported well. Pupils’ learning is also supported well. Teachers set them individual targets which tell them what they need to do to improve. Whilst the quality of marking is good overall, with particularly effective examples seen in the oldest pupils’ work, it is not yet 4 Inspection Report: St Peter's Church of England Primary School, 9 June 2006 to 9 June 2006

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Grade: 1

consistently successful in showing pupils the next step in their learning. Very effective support and guidance given to pupils with learning difficulties and disabilities, in particular targeted support, tracking pupils’ progress and liaison with other agencies, helps these pupils to do well.

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Grade: 2

Leadership and management at all levels are good and have successfully maintained and built upon the school’s overall effectiveness since the last inspection. The headteacher has successfully built a culture of teamwork within the school. All leaders, staff, pupils and parents share the headteacher’s clear vision of a school that is constantly striving to improve but where every child is important. The work of the headteacher is a strength of the school. Well supported by senior staff, he monitors the teaching rigorously to see where it is best, tackles any weaknesses and has been effective in appointing quality staff and raising the overall quality of teaching and pupils’ progress. The role of subject leaders in checking how well the school is doing is currently developing. They know what is needed to take the school forward and have clearly demonstrated a good capacity to help the school improve further. Whilst the school’s self-evaluation is cautious when assessing how well the

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Grade: 2

school is developing pupils’ personal qualities and the care the school provides, it shows a clear understanding of the school’s overall effectiveness. The governing body is also contributing effectively to this success. Governors are caring, supportive and active in school. They are fully involved in all major decisions and fulfil their responsibilities well. The school regularly seeks and takes into account the views of parents and other stakeholders, resulting in the vast majority responding extremely positively when asked about the effectiveness of their school. 5 Inspection Report: St Peter's Church of England Primary School, 9 June 2006 to 9 June 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: St Peter's Church of England Primary School, 9 June 2006 to 9 June 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 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 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 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 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 1 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 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

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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

Dear Children Thank you for talking to us and showing us your work when we visited your school. We are pleased to hear that you really like school and that the grown-ups are very kind and look after you extremely well. We think that they are particularly good at helping you to know just what you have to do to keep safe and healthy. We were happy to hear that there are plenty of things for you to enjoy at playtimes and lots of exciting things to take part in, such as the day with the author Brian Moses, Chinese Dance and your different clubs. We think you are extremely polite to adults and behave brilliantly in and around your school! In order to make your learning even better, we have asked the adults at your school to: Make sure you are given lots of opportunities in other subjects that help you to practise your writing. Make sure that teachers are consistently helping you to know what you need to do to improve

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Text from letter to pupils explaining the findings of the inspection

your work. Thank you again for helping us with our work. Yours faithfully Mrs J Marshall Lead Inspector

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