Harcourt Primary School

Inspection Report Harcourt Primary School

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118871 Unique Reference Number Kent LEA 280417 Inspection number 29 November 2005 to 30 November 2005 Inspection dates David Collard RISP Reporting inspector

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

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Biggins Wood Road School address Primary Type of school Folkestone Foundation School category Kent CT19 4NE 4 to 11 Age range of pupils 01303 275 294 Telephone number Mixed Gender of pupils 01303 279 176 Fax number 179 Number on roll Mr Peter Gane Chair of governors The governing body Appropriate authority Mrs Catherine Taylor Headteacher 8 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280417 29 November 2005 - 4 to 11 30 November 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

Harcourt Primary School is in an area of mixed housing in Folkestone, Kent. Children start school with standards below those expected for their age. The majority of pupils are of White British heritage but 10 per cent, all of whom speak English, come from a Nepalese background. The school is presently being run by an acting headteacher, formerly the deputy, with substantial support from the local authority. A new headteacher has been appointed from January 2006. An above average proportion of pupils have learning difficulties or disabilities connected with language or behaviour. None has a statement of educational need.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Harcourt Primary School, 29 November 2005 to 30 November 2005

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Grade: 4

In accordance with section 13 (3) of the Education Act 2005, HMCI is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a Notice to Improve. Significant improvement is required in relation to the achievements of pupils, the quality of leadership provided by subject and senior leaders and in continuing to raise the quality of teaching. The school, whilst showing significant improvement recently, is presently providing an inadequate quality of education because standards are too low. Some pupils, from all ability levels, are still not achieving as well as they could. Measures to address the weaknesses have taken too long to be implemented. There has been a decline in standards since the last inspection. Consequently, the school provides unsatisfactory

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Grade: 4

value for money. With intensive support and the strong direction provided by the acting headteacher, there are measurable signs that educational provision is improving and there is a capacity to sustain this improvement. Key developments have included training to improve teaching. It is now all at least satisfactory. The school, through its recent and rigorous self-evaluation, has gained a realistic view of its position that is in agreement with that of the inspection. In a short period, these developments have impacted well on the academic progress of pupils but not yet on the standards they achieve in national tests. The pupils’ good personal development is one of the factors having a positive impact on the improving academic progress. Pupils are cared for and looked after well in a safe environment. They behave well and now work harder. The provision and standards in the Foundation Stage are satisfactory.

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Grade: 4

With the high turnover of staff, subject and senior leaders are new and do not yet provide a fully effective leadership role. In addition, teaching, whilst adequate overall, needs to be much stronger if pupils are to make up the ground they have lost. The school is working effectively to implement new initiatives and so raise standards quickly. This demonstrates the school’s capacity to improve. Parents are supportive of the recent changes but rightly, some recognise that there is still a long way to go.

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What the school should do to improve further

•Raise the standards that pupils achieve •Improve the effectiveness of senior managers and subject leaders enabling them to support the drive to raise the quality of provision •Continue the recent successful improvements to the quality of teaching so that pupils recover the ground they have lost.

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Grade: 4

As the school recognises, achievement, whilst having started to improve recently, is inadequate and standards are too low. Children enter the school with standards below 2 Inspection Report: Harcourt Primary School, 29 November 2005 to 30 November 2005 those expected. National test results indicate that they leave both Years 2 and 6 with very low standards compared to those nationally. More importantly, individual pupils have not made enough progress between Year 2 and 6 so standards have been exceptionally low for some time. The school’s assessments, pupils’ work and discussions indicate that standards, including those in the Foundation Stage, are now rising and there are now significantly more pupils achieving the levels expected of them. Further evidence can be seen in the more challenging targets for pupils in Year 6. The improved teaching and realistic monitoring are addressing many of the school’s most serious weaknesses. Nevertheless, there are

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Grade: 4

still some pockets of underachievement although the numbers are much lower. Low achievement is not focused into any one group. Some pupils, throughout all abilities, have had so much catching up to do. They have not had the basics upon which to build their learning. There is a similar picture for those with learning difficulties, although provision to meet their specific and individual targets is satisfactory. Those with English as an additional language are supported to improve their communication skills. However, past problems result in the same inadequate academic progress as other pupils.

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Grade: 2

Personal development, including that for spiritual, moral, social and cultural development, is good. Pupils apply themselves well to their lessons. This enables them to take advantage of the opportunities on offer. Children in Reception enjoy their activities. Pupils throughout the school behave well and they understand the effects of their behaviour on others. The use of small discussion groups and role-play, both within class and through the use of specialists, has a very positive effect on social development. The fruit tuck shop and breakfast club have changed learners’ eating habits successfully. The importance of exercise is promoted well through physical education lessons and clubs. High levels of support for families have meant that attendance has improved consistently over three years and is now at the national average. Almost without exception, parents feel their children enjoy school. Much is done to help pupils deal

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Grade: 2

with their worries, manage their feelings and raise self-esteem. Pupils are active charity fundraisers. Good links with Shepway District Council and Kent Police enable them to contribute effectively to the local community. Pupils organise events for themselves. This, along with the wide range of visitors, help pupils gain a good understanding of the wider world and their place in society. 3 Inspection Report: Harcourt Primary School, 29 November 2005 to 30 November 2005

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Grade: 3

Teaching and learning, including that for the Foundation Stage, are now satisfactory overall but this has only been the case recently. While this is similar to the findings of the last inspection, teaching deteriorated during the interim. Only after strong intervention have weaknesses been remedied. While pupils’ progress is now satisfactory, the effect of weak teaching is a reason why standards are too low. Pupils have not achieved well enough over the longer term because they had not grasped the essential building blocks needed to improve their learning. Training for staff has improved the quality of pupils’ work compared with last year but there still needs to be more good, rather than satisfactory teaching. Teachers manage behaviour well. Assistants provide good expertise and have been instrumental in providing continuity for pupils. This was necessary due to the many changes of teachers. With greater stability have come more reliable assessments,

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Grade: 3

enabling teachers to start eliminating poor pupil progress. Pupils work hard in those lessons that provide challenge. The introduction of specific individual targets this year, is ensuring pupils understand what they need to do next. They are an integral part of raising pupils’ and teachers’ expectations. Those with learning difficulties have become much better learners. They now make a good contribution in discussions instead of disrupting others. These new innovations are raising the understanding of what pupils are capable of and making sure all pupils achieve, as they should.

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Grade: 3

The curriculum meets the requirements to teach those in the Reception class, the National Curriculum subjects and religious education, personal, social and health education and citizenship. There is an appropriate emphasis on literacy and numeracy. The history of underachievement is being tackled by recent and more careful planning to widen the curriculum and so provide a better challenge to pupils of all capabilities. There is a good range of clubs, including homework clubs and sporting and creative activities, for pupils from Years 1 to 6. Visiting theatre groups bring added interest to work, for example in science, music and story telling. In its self-evaluation the school judged the curriculum as good. Inspectors judge it to be satisfactory, given that the recent improvements to address weaknesses are only just starting to impact on the achievement of pupils.

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Grade: 2

The quality of care, guidance and support is good. The staff have been successful in ensuring that pupils are well looked after and that they feel safe and secure. Behaviour has improved because specialist support workers have given pupils and their families 4 Inspection Report: Harcourt Primary School, 29 November 2005 to 30 November 2005 the high levels of support they need. This has included initiatives to raise self-esteem and introduce a love of learning. Child protection procedures have been reviewed and improved recently. Training has given staff a clearer understanding of how to identify and assist vulnerable pupils. The use of targets for groups and individuals has provided good support for those pupils with learning difficulties. However, these have not yet resulted in higher academic standards. The procedures to encourage parents to become more involved in their children’s learning are effective. In Year 6, for instance, individual

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Grade: 2

academic targets have been discussed on a one-to-one basis with both the pupils and their parents. Now everyone is clear about what needs to be done to improve.

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Grade: 4

Since September 2005, the acting headteacher, working in conjunction with the local authority, has implemented effective strategies to tackle long-running underachievement and provide a clear, decisive direction to school improvement. Nevertheless, leadership and management overall are unsatisfactory because other leaders are either too inexperienced or have only been appointed recently. The school can demonstrate its capacity to improve. The quality of education is now monitored robustly. Through analysis, improvements are given high priority. Weaknesses have been addressed. The quality of teaching has improved. Pupils now have a clearer understanding of what they are learning. This is evident, for example, in the present school focus on reading and writing. Nevertheless, standards are not high enough. The school has now identified the reason for underperformance and there are clear signs of improvement.

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Grade: 4

Increased expectations of pupils’ capabilities are evident in the more demanding targets than those of recent years. Pupils’ progress is tracked frequently so underachievement can be dealt with quickly and effectively. Training has been undertaken to improve the impact of the many newly appointed subject leaders and other teachers with management tasks. However, they are not yet effective and this remains a weakness from the last inspection. Governance is satisfactory. Nearly all the governors, including the chairperson, are new in post. Their influence on school aspirations is now positive and they have challenged the school successfully, for example by seeking rigorous external views on the work of the school. They oversee a detailed plan for school improvement, which reflects the most pressing needs. They challenge appropriately to check if objectives have been achieved. Views of pupils and parents influence improvement planning

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Grade: 4

satisfactorily, for example in seeking to make the school environment a safe place to be. 5 Inspection Report: Harcourt Primary School, 29 November 2005 to 30 November 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: Harcourt Primary School, 29 November 2005 to 30 November 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 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 3 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA No Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 4 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 4 How well learners make progress, taking account of any significant variations between groups of learners NA 4 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 3 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 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 4 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 4 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

Harcourt Primary School Biggins Wood Road Cheriton, Folkestone Kent CT19 4NE 1 December 2005 Dear Pupils, Thank you for helping us so well during our recent visit. It was interesting to hear how you are getting on at school and to see you all working. No doubt you would like to know what we have said to your teachers so I have included some of the main points below. •You all told us how much you enjoy school and we could see that all the staff make very sure that you are kept safe, are looked after well and understand how to be healthy. We liked the idea of the fruit tuck shop. •You and your parents said that there have been changes of teachers recently, which has made it difficult for all of you to get to know everybody quickly. •You are all making better progress in your lessons than you were. As a result, everybody is much clearer about what they should be doing. One of the ways that your school can improve further is to

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Text from letter to pupils explaining the findings of the inspection

make sure that that you can do even better. •Your teachers make sure your lessons are interesting and they now have a good idea about what you are all capable of. Some of you have not done so well in the past but we think this is starting to improve. We think your school will improve further if your teachers continue with the recent improvements so that you can all catch up and do better. •Your acting headteacher has worked hard to make sure that everybody does their best. One of the ways that your school can improve further is to make sure that other members of her team help her more. •To make sure all of you are working at your very best we have asked that this be checked again in the near future. Finally, we wish you all the best for your future at Harcourt and when you move on to your next school. Yours sincerely, David Collard (Lead inspector)

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