Kennington Primary School

Inspection Report Kennington Primary School

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119153 Unique Reference Number Lancashire LEA 280473 Inspection number 23 November 2005 to 24 November 2005 Inspection dates John Heap Reporting inspector

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

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Kennington Road School address Primary Type of school Fulwood Community School category Preston, Lancashire 4 to 11 Age range of pupils 01772 774044 Telephone number Mixed Gender of pupils 01772 787154 Fax number 240 Number on roll Dr John Bailey Chair of governors The governing body Appropriate authority Mrs Judy McAteer Headteacher 1 April 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280473 23 November 2005 - 4 to 11 24 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

This average-sized primary school serves an area that has little deprivation. Most children are from a minority ethnic background, and over 40% of them are learning English as an additional language. Many children have attended the neighbouring privately funded pre-school setting. Attainment on entry to Reception is average. The proportion of children with learning difficulties and/or disabilities is below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Kennington Primary School, 23 November 2005 to 24 November 2005

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Grade: 3

Inspectors and school agree that this is a satisfactory school that provides sound value for money. Achievement and standards are satisfactory, as are teaching and learning and the curriculum. Most children make uneven progress through the school and the oldest children achieve best. The school knows that progress and teaching are inconsistent, and the headteacher has rightly identified the need to improve basic lesson planning, the quality of marking and the accuracy of assessment and prediction. Provision and standards in the Foundation Stage (Reception) are satisfactory. Children receive good care and support. A number of children have diverse academic, social and medical needs, and the school meets these needs well. Links with a range of outside agencies are strong. As a result, personal development is good and the children enjoy their time in school. Leadership and management are satisfactory and the school is making sound progress.

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Grade: 3

However, development is slower than it ought to be because of a lack of support by some on the Governing Body. Breaches of confidentiality have led to unrest among a minority of parents. Managing this unrest has deflected the vital time and energy of the headteacher to the wrong issues. Most parents hold positive views. Typically, they say: ‘We are extremely satisfied with Kennington School. We feel our child is getting a comprehensive and well-balanced education suitable to her age and capabilities’

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What the school should do to improve further

Improve teaching and learning by: • making lesson planning more rigorous and more responsive to individual children’s needs • ensuring that marking tells children how well they are doing and what they need to do next to make good progress • broadening children’s knowledge and understanding of life in their diverse community • improving governance by re-establishing good working practices, such as adherence to the principle of confidentiality.

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Grade: 3

Achievement and standards are satisfactory. The school focuses strongly on ensuring a high quality of teaching and support in Year 6. This has led to recent improvements in national test scores for this group. By the time they leave the school, children achieve good basic skills in English, mathematics and science. The recently introduced methods to track achievements and the improved individual education plans are making targets more challenging and promoting greater consistency in children’s progress. 2 Inspection Report: Kennington Primary School, 23 November 2005 to 24 November 2005 Children in the Foundation Stage and Years 1 and 2 make steady progress to reach average standards. The children do not develop skills as quickly as they should because teachers’ planning takes too little account of individual needs. Nevertheless, basic skills are sound and children use them confidently. Taken overall, achievement in Years

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Grade: 3

3 to 6 is satisfactory, but uneven. Children make good gains in Year 6 and sound progress in Years 3 to 5. This reflects the quality of teaching and learning in these classes. Children with learning difficulties and/or disabilities and those learning English as an additional language achieve well. They benefit from good support and guidance.

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Grade: 2

Personal development is good. Children have good attitudes to school. They work and behave well and mainly enjoy learning. By Year 6, their good basic skills equip them well for future learning and the world of work. Good opportunities to plan and organise charity events extend these and other skills. Pupils show enterprise in their support for the community and develop their ability to work in teams. Attendance is satisfactory, but it is adversely affected by a small number of families who take extended holidays in term time. Children develop good abilities in response to the school’s particular priorities for healthy eating, being safe and citizenship. Children’s spiritual, moral, social and cultural development is satisfactory. The strongest aspects are in moral and social development. Children clearly understand how to treat others and what to do if they are bullied or feel sad. School councillors play an

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Grade: 2

important role in supporting vulnerable children and in helping others in the wider world. For example, they raise money for Childline and the local mission for the homeless. They are pleased that the school values and acts on their suggestions. Children’s cultural development is satisfactory. Although links with the locality are strong, the rich ethnic diversity in and around the school is not fully used to enhance children’s education.

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Grade: 3

Teaching and learning are satisfactory overall, but they lack consistency. The management recognises this, but the impact of measures recently introduced to improve quality is not yet decisive. The most helpful of these initiatives are: • the detailed literacy planning being trialled in Year 4. This should be carried out consistently and stringently to raise achievement • the improved method of tracking children’s achievements. Management is right to develop these measures across the school as a means to bring more consistency and rigour to teaching and learning. 3 Inspection Report: Kennington Primary School, 23 November 2005 to 24 November 2005 Teaching is best in the Reception/Year 1 class and in Year 6. Consequently, children in these classes make most progress. The school has rightly identified some underachievement of pupils who are now in Year 6, as this class has been severely disrupted by staff changes in recent years. However, effective class teaching and extra

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Grade: 3

support are improving the rate and quality of progress. In the Foundation Stage, teaching and learning are satisfactory. Children with learning difficulties and/or disabilities are taught well and receive good support. Their varied needs are well understood and provided for. Some of these children are making really good gains in essential basic skills. Children learning English as an additional language are taught well. The support of bi-lingual assistants is effective and helps these children to learn well.

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Grade: 3

The curriculum, including personal, social and health education, is satisfactory. It meets all legal requirements and helps children to develop a good ability to keep healthy and stay safe. The deputy headteacher is reviewing whole-school provision in order to link subjects so that teaching gains more impact and the use of time improves. Provision for children with learning difficulties and/or disabilities is good. Children’s opportunities to use and develop basic skills through other subjects are satisfactory for literacy and information and communication technology (ICT), but less so for numeracy. Children enjoy taking part in a satisfactory range of out-of-school activities such as football, netball and recorders. They also benefit from a variety of visits and visitors. In Reception, a sound balance between adult-led and child-initiated activities supports each of the areas of learning. These activities mostly take place inside the classroom,

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Grade: 3

though the fortnightly ‘Welly Walk’ contributes well to children’s growing knowledge and understanding of the wider world.

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Grade: 2

This is a caring school and procedures and practices are good in this area. Children and parents particularly appreciate this quality. Staff are well versed in child protection policy and follow it well. Procedures for monitoring progress and attendance are very thorough. The school invites parents into school to discuss any prolonged absence and the effect it has on children’s learning. A ‘Young Traveller’s Pack’ enables children to continue their learning during lengthy periods away. While the overall picture of academic progress is clear and full, teachers’ use of this information to guide future learning is not consistent. As a result, the planning of lessons and targets is often too broad to enable all groups to make good progress. The school takes very seriously its responsibilities for maintaining a safe and supportive environment. It checks and minimises all risks, and maintains good arrangements for safeguarding all its pupils

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Grade: 2

and making sure that they feel secure and valued. 4 Inspection Report: Kennington Primary School, 23 November 2005 to 24 November 2005

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Grade: 3

Inspectors agree with the school that leadership and management are satisfactory. The headteacher and Chair of Governors share a clear vision for the school. The headteacher has looked hard at the school, faced issues with determination and is starting to make sound progress in several areas. She is right to focus on: • raising standards by initially analysing information and then providing support where it is most needed • ensuring that information from assessment is used consistently to match teaching and targets closely to learners’ different needs. Self-evaluation is satisfactory and its main findings match those of the inspection. It is securely based on: the views of parents and pupils gained through questionnaires; better ways of analysing information, and the more accurate work of subject leaders in identifying areas for improvement. Governance is satisfactory. Much good work is done when governors use their expertise

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Grade: 3

well, as in the effective areas of financial management, data analysis and health and safety. However, correspondence and discussion with a small number of unhappy parents make it clear that some governors have not followed good practice. This is evident in the breaching of confidentiality after discussion about a highly sensitive staffing issue. As a result, the pace of progress has been hampered by the need to focus on less important matters, and the school has made only satisfactory improvement. Nevertheless, the headteacher has dealt with disaffected parents in a proper and professional manner. The school has a satisfactory capacity to improve. 5 Inspection Report: Kennington Primary School, 23 November 2005 to 24 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: Kennington Primary School, 23 November 2005 to 24 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 2 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 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 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 3 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 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 3 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 3 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 www.ofsted.gov.uk School Council Kennington Primary School Kennington Road Fulwood Preston Lancashire PR2 8ER 25 November 2005 Dear Children The inspectors thoroughly enjoyed being in your school this week. It has been a privilege and a pleasure to work with you and the staff. We were delighted that many of you wished to talk with us, and we were impressed by your courtesy and the help you gave. What we really liked about your school The strong basic skills in English, mathematics and science shown by children in Year 6. The good behaviour seen in the playground, around school and in lessons. The important role the school council plays as a ‘voice’ for children’s views and as a help to children and the community. The good care the school shows for all its children. The good teaching in the Reception/Year 1 class and Year 6. The way that the headteacher and new deputy headteacher are showing determination in

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Text from letter to pupils explaining the findings of the inspection

improving standards and attendance. What we have asked your teachers and governors to make better The quality of teaching and learning needs to be more consistent. This will involve better planning of lessons and more helpful marking of your work. You can be very helpful by making sure that you read comments about your work and try hard to follow advice and guidance. You need to know and understand more about what it is like to come from a number of different backgrounds. You can be really helpful by assisting your teachers and other children to understand the ways and customs of your heritage. The governors need to improve some aspects of their work, such as making sure that their discussions are confidential. The inspection team wishes you well in your learning and good luck for the future.

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Annex B

Yours sincerely Mr Heap Lead inspector Annex B

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