Woodlea Junior School

119208 Unique Reference Number Lancashire LEA 280492 Inspection number 2 November 2005 to 3 November 2005 Inspection dates Brian Dower Reporting inspector

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

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Woodlea Road School address Junior Type of school Leyland Community School category Lancashire, PR25 1JL 7 to 11 Age range of pupils 01772 421992 Telephone number Mixed Gender of pupils 01772 454364 Fax number 252 Number on roll Fred Hayworth Chair of governors The governing body Appropriate authority Philip Davenport Headteacher 1 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280492 2 November 2005 - 7 to 11 3 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

Woodlea Junior School serves the town centre community of Leyland. Most of its 252 pupils are from white British backgrounds but a few have different ethnic heritages. Pupils come from a range of social and economic backgrounds. The proportions who are entitled to free school meals or who have learning difficulties and/or disabilities are above average. When pupils enter the school in Year 3, the attainment of the majority is average for their age.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Woodlea Junior School, 2 November 2005 to 3 November 2005

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Grade: 3

Woodlea is a satisfactory school. This judgement is not the same as that of the school, which sees its effectiveness as good. The inspection, however, found many strengths in the school. It caters well for pupils’ personal development and well-being, and is strongly committed to equality of opportunity and to the inclusion of all pupils in what it offers. Pupils behave well and are confident and courteous to each other and to adults. They feel safe and secure in the school. All are taught the value of healthy lifestyles and are given opportunities to contribute to the wider community. Standards are average and achievement is satisfactory. Pupils are eager to improve their work, although they are not always clear about how to do this. Teaching is satisfactory with good aspects. More needs to be done to match work in lessons to the learning needs of the more able pupils so that they are all challenged to do their best. The techniques

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Grade: 3

used in the best lessons to stimulate and stretch pupils’ learning are not used widely enough. Leadership and management are satisfactory. The headteacher has a sound vision for the future direction of the school. All staff and governors work together as a team for the welfare and success of the children. The school has successfully addressed the issues for improvement identified at the last inspection. Its capacity for further improvement is satisfactory and it gives satisfactory value for money.

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What the school should do to improve further

• Adapt the work done in lessons so that it stretches all of the more able pupils to do as well as they can. • Involve pupils in knowing more clearly how well they are doing and what they must do to improve. • Improve the quality and consistency of teaching by sharing good practice so that all pupils make better progress.

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Grade: 3

Pupils’ overall achievement is satisfactory. The standards attained by pupils in 2004 were average and their achievement and progress were satisfactory. A particular strength was science, where pupils made good progress. The National Curriculum test results were better in 2005. The good progress in science was maintained and there was an improvement in pupils’ performance in mathematics, particularly in the proportion of pupils exceeding the standard expected for their age. English standards also improved, although boys did less well than the girls in writing fluently and accurately. Overall, pupils make satisfactory progress in Years 3 to 6 and standards are average. However, although test results have improved, records show that a small number of higher attaining pupils do not achieve as well as they should. All other groups of pupils, including those from different ethnic backgrounds and those who

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Grade: 3

have learning difficulties and/or disabilities, make satisfactory progress. 2 Inspection Report: Woodlea Junior School, 2 November 2005 to 3 November 2005

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Grade: 2

The school does well in this area and accurately judges pupils’ personal development and well-being to be good. Pupils enjoy school and this is confirmed by parents. Most pupils pay attention in class and work sensibly, both on their own and with others. Behaviour is good. However, some pupils do not try hard enough to do the work set in lessons and a small minority, mainly boys, do not behave as well as they should during lunchtimes. Attendance and punctuality are satisfactory. Pupils’ spiritual, moral, social and cultural development is good. The work of the school council helps pupils to develop an awareness of democracy and to learn about the responsibilities of living in a community. Pupils think their views are listened to and have an influence on school improvement. For example, they have influenced improvements in the range of resources for use at playtime. Although pupils have a good understanding of the religious festivals of other faiths, they lack understanding

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Grade: 2

of what it means to live in a multiracial society. Pupils understand the importance of healthy lifestyles and the need for regular exercise. They know not to speak to people they do not know, and how to use equipment carefully. They develop satisfactory basic skills of literacy, numeracy and information and communication technology (ICT), which equip them for their future education and lives.

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Grade: 3

Teaching and learning are satisfactory. Work in lessons does not consistently challenge all of the more able pupils. Pupils seldom receive clear guidance on what to do to improve their work. In the best lessons, the learning objectives were made clear at the start, and at the end pupils reflected on what they had learned. As a result, pupils understood their new learning more clearly and took more responsibility for it. Explanations and demonstrations are clear because teachers have good subject knowledge. Effective use of ICT supports pupils in their learning. Relationships are good; pupils behave sensibly in lessons and work well collaboratively. In their marking and in lessons, teachers are at pains to encourage and praise pupils. The impact of such teaching is seen in the satisfactory progress pupils make in their work. That impact would be greater if the school used a rigorous system for identifying and spreading

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Grade: 2

The curriculum is good, with all the required subjects taught in all age groups. National strategies and guidelines are used well to ensure that learning is steadily built upon, 3 Inspection Report: Woodlea Junior School, 2 November 2005 to 3 November 2005 year by year, for all pupils. A strength of the curriculum is the priority given to the use of ICT in all subjects. ‘Creative weeks’, such as those for art and design, mathematics and science, make the curriculum more stimulating, practical and challenging. Pupils speak enthusiastically about how they enjoy ‘book week’. There is a strong emphasis on ensuring that the pupils develop their confidence and self-esteem in all subjects. The school actively promotes a healthy lifestyle and makes the pupils aware of risks that they might meet and of the need to keep safe when faced with these risks. There are numerous clubs, such as homework, dance, football and netball clubs, and also

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Grade: 2

visits, including a residential visit for Year 6. This rich range of additional activities promotes pupils’ physical and creative development, extends their interests and increases their eagerness to learn.

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Grade: 2

The school makes good provision for pupils’ care, guidance and support. Its arrangements for dealing with child protection are good. It works closely with a range of external agencies, including the educational welfare officer, in order to safeguard the welfare of pupils. Although opportunities are missed to help pupils to take more responsibility for their own learning, the school guides their progress carefully. Pupils with learning difficulties and/or disabilities are cared for well, strongly supported in their learning, and included in all activities. The school has identified the need to raise the achievement of a small number of more able pupils. Older pupils are encouraged to take responsibility for looking after the younger ones and they carry out these tasks responsibly. Satisfactory links exist with the local feeder infant school and the secondary school. Year 6 pupils undertake work in their final term that prepares them for the

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Grade: 2

transition to Year 7. Relationships between pupils and staff are warm and supportive. The pupils feel that there are people who would help them if they had a problem. The majority of parents support the work of the school.

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Grade: 3

Leadership and management are satisfactory. The headteacher has a clear vision for the school’s future direction and is supported by experienced and well-qualified teachers. The school’s satisfactory self-evaluation and assessment systems accurately identify its main strengths and weaknesses. However, the school does not do enough to check that planned improvements have the intended effect. For example, the school does not evaluate the impact of the use of assessment to guide pupils’ understanding of how well they are doing and how they could do better. All staff work effectively to promote the well-being of pupils and equality of opportunity pervades all they do. This is seen, for example, in the satisfactory progress made by pupils with learning difficulties and/or disabilities. The school is responsive to the views of parents and pupils. It is well staffed and has an appropriate range of good quality resources to

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Grade: 3

support pupils’ learning. These are put to good use to achieve satisfactory value for money. Teaching assistants are effective in supporting pupils in their learning. The 4 Inspection Report: Woodlea Junior School, 2 November 2005 to 3 November 2005 governors know the school well and they fulfill their role as critical friends. They and the senior management team know what needs to be done to improve. The satisfactory improvements made since the last inspection confirm the school’s capacity to improve further. 5 Inspection Report: Woodlea Junior School, 2 November 2005 to 3 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: Woodlea Junior School, 2 November 2005 to 3 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 NA 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 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 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 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 2 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 Woodlea Junior School Woodlea Road Leyland Lancashire PR25 1JL 4 November 2005 Dear Pupils You know that we recently came to inspect your school and we would like to tell you what we found. First we want to thank you for talking to us and for making us feel welcome. We enjoyed being in your school and were impressed by how hard you are working. We found that you are making satisfactory progress in your work and that your school does many things well. You have good personal qualities which will enable you to succeed in life. You have respect for each other and for the adults who work in your school. Your behaviour is good. You enjoy all that the school has to offer, especially the clubs, activities and trips. You are well cared for, feel safe from any form of intimidation or bullying, and you know how important it is to do things which make you healthy.

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Text from letter to pupils explaining the findings of the inspection

Your teachers and the inspectors found three things for your school to work on to make your education even better. To organise the work you are given in lessons so that all pupils, no matter what their ability, have to do their best. To give you clear information about how well you are doing and what you must do to improve. To make sure that teaching in all lessons stretches you and makes you think. We would like to wish you and your school every success in the future. Yours sincerely Brian Dower, Lead Inspector. Annex B

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