Reedley Primary School

Inspection Report Reedley Primary School

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119320 Unique Reference Number Lancashire LEA 280524 Inspection number 12 January 2006 to 13 January 2006 Inspection dates Mr Gordon Alston Reporting inspector

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

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Reedley Road School address Primary Type of school Reedley Community School category Burnley, Lancashire 4 to 11 Age range of pupils 01282 693688 Telephone number Mixed Gender of pupils 01282 697051 Fax number 289 Number on roll Rev Ed Saville Chair of governors The governing body Appropriate authority Mrs Ruth Thompson Headteacher 1 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280524 12 January 2006 - 4 to 11 13 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 two Additional Inspectors.

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Description of the school

Reedley School is a Primary school serving the area of Reedley, near Burnley, Lancashire. The 289 pupils in the school cover the full range of abilities. Almost 50% of pupils are Pakistani of whom 40% do not have English as their first language although most speak fluent English. Children enter the school with skills that are at a level similar to those expected for their age. The number of pupils who receive free school meals is about average, as is the proportion of pupils with learning or behavioural difficulties. The school has had an almost complete change in teaching staff in the last 18 months including a new headteacher and deputy.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Reedley Primary School, 12 January 2006 to 13 January 2006

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Grade: 3

The school is effective but pupils’ prior achievements indicate that this was not the case in the recent past. In 2005 national tests, significant numbers of pupils did not reach the standard they should have at 11 based on their attainment at 7. However, since the appointment of the current headteacher and deputy, standards are rising. Leadership and management are satisfactory but the subject managers, most of whom are newly in post, have not yet begun to monitor the quality of provision and standards in their subjects. Strenuous efforts have quickly created a caring environment where learning is valued by all. As a result, pupils’ behaviour and relationships are good. By using their own expertise, introducing target setting for pupils and tracking their attainment, significant improvements have been made in the teaching and consequently pupil achievement, which is now satisfactory. Children enter with attainment at the

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Grade: 3

expected level, they are given a satisfactory start in the Foundation Stage and standards at 7 and 11 are average in reading and mathematics but below in writing, which should be improved. Standards in ICT are average at 7 and 11 but pupils are not using these skills enough to help their learning in other subjects. The curriculum is satisfactory and because of staff training and new ideas, provision has improved. There has been a 75% change in teaching staff: teaching is satisfactory, ensuring that pupils now make sound progress. The school’s provision for vulnerable pupils is good and pupils with behaviour or learning difficulties achieve appropriately. The school provides well for pupils whose first language is not English, promoting their well-being and aiding sound progress. Working alongside the local authority following a successful support programme, the school has demonstrated a good capacity

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Grade: 3

to improve. Value for money is satisfactory.

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What the school should do to improve further

Extend the programme for developing in literacy to all subjects, focusing on • improving standards of writing • improving the quality of teaching and learning by ensuring that work set for pupils is consistently at the right level for them • developing successful leadership and management of the full range of curriculum subjects. • applying pupils’ ICT skills in all subjects

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Grade: 3

Pupils’ achievement is satisfactory. Children start school with standards about typical for their age. They enjoy school and make satisfactory progress across all classes. At age 7 and 11 they reach the level expected for their age in mathematics and reading but not in writing. The trend of poor National Curriculum test results from 2002 has been halted. In general, past results have been average at 7 and below average at 11 2 Inspection Report: Reedley Primary School, 12 January 2006 to 13 January 2006 and the more able pupils have not made enough progress to reach above average levels. The picture is similar for pupils of average ability. Consequently, the school has not always met its challenging targets. The school is tackling this problem successfully by setting individual targets and tracking children’s progress closely. The underachieving pupils are spotted earlier and support is given. This has helped to increase the number

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Grade: 3

of pupils reaching and exceeding the expected level. Many of the pupils with learning difficulties and those whose first language is not English make satisfactory, and at times, good progress to reach their individual targets. Those pupils with behaviour difficulties overcome these in this caring school.

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Grade: 2

Personal development is good with outstanding examples of attitudes to work from older pupils. The message repeated in assembly ‘Team Reedley- what have you done today to make the team stronger’ reflects the strong community feeling evident in the school. Older pupils help younger ones and this caring support also extend to the wider community as seen in fund raising activities. Pupils enjoy learning and are eager to please teachers. Their attendance is satisfactory. Parents and pupils are emphatic there is no racial harassment. One pupil said, ‘At the end of the day we are all the same and we are all friends.’ Behaviour is good. Pupils say they feel safe and also show a growing understanding of how to live healthily. Improvement in reading and numeracy skills contributes well to pupils’ future economic well-being. Pupils’ spiritual, moral, social and cultural development is good. The school makes excellent use of the different cultures represented in school to extend knowledge of

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Grade: 2

life in a multi-cultural society. Everyone enjoyed the recent whole school Eid celebration.

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Grade: 3

Teaching and learning are satisfactory. Examples of good teaching were seen especially in the juniors and this strength is the major reason standards are starting to rise. Training in the teaching of reading and writing has been rigorous and is reaping benefits, especially in reading, but there is still room for improvement in writing. The best lessons are exciting because teachers share their enthusiasm and make tasks interesting. Teachers confidently use the whiteboard to sustain pupils’ interest; however, pupils do not have enough planned opportunities to use computers in the full range of subjects. More pupils are working at standards higher than expected for their age than in the past; however, when teaching was less successful, tasks were not pitched at the correct level. In some lessons seen, work was too hard or too easy, particularly in the infants. Planning is good with teachers having a clear idea about

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Grade: 3

what they want pupils to learn. A common strength is the warm and caring relationships 3 Inspection Report: Reedley Primary School, 12 January 2006 to 13 January 2006 that raise pupils’ self-esteem. This is very evident in the Foundation Stage where children grow in confidence and the ability to try new experiences. Teaching assistants make a positive contribution to lessons offering good support for pupils who first language is not English and those with additional learning needs.

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Grade: 3

The curriculum is satisfactory. Teachers plan carefully to ensure the National Curriculum is covered. Careful checks are in place to avoid omissions or repetitions in the mixed age classes. The school has a focus on planning for learning and this is evident in many classrooms where prompts and displays show an interesting variety of experiences across the full range of subjects. Planning for the Foundation Stage covers all the areas of learning. The school has a successful programme for personal development which includes health and sex education appropriate to the pupils’ age. Plans have been made to improve the outdoor facilities so that more use can be made of the outside for a wide range of experiences. The school works effectively with local authority staff to ensure that pupils whose first language is other than English have the support they need. Literacy and numeracy skills are being applied well in all subjects

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Grade: 3

across the curriculum. However, the planning for the use of ICT skills in other subjects is not yet satisfactory. The change of staff has curtailed the number of extra-curricular activities in the school, although more are planned to start soon. Visits and visitors enrich the curriculum and pupils look forward to these events.

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Grade: 2

The headteacher has successfully developed a community where pupils feel valued equally. Care, guidance and support are good and this is a friendly, welcoming school. There is a strong partnership with parents. The school gives pupils’ welfare great priority. The learning mentor and bilingual assistant play a major part in supporting pupils, especially the vulnerable pupils who know help is always at hand. Parents appreciate this help and value the opportunity to communicate in their mother tongue when they have concerns. Child protection procedures are well established with all staff being trained. Health and safety checks are carried out regularly and the school makes very good use of external agencies. Procedures for assessing pupils’ academic progress are satisfactory overall with strengths in literacy. The systems are relatively new and not yet used consistently by all staff. A good start has been made in including

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Grade: 2

pupils in their learning by giving them individual targets. The next step is for pupils to use them more when working.

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Grade: 3

Leadership and management are satisfactory. The headteacher, with the help of the local authority, has led the school very well since her appointment in 2004 creating a 4 Inspection Report: Reedley Primary School, 12 January 2006 to 13 January 2006 caring, learning environment, ensuring that all pupils enjoy equality of opportunity. She is well supported by the deputy and all staff who are beginning to focus the school on raising standards after having successfully improved pupil involvement in school life and behaviour. She is developing self-evaluation with the support of the governing body and staff. Senior managers are increasing their involvement and impact in developing their subjects. In literacy and numeracy, where improvements were needed, coordinators accurately identified the problem and introduced measures to improve standards. However, many staff are new and inexperienced and this good practice is

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Grade: 3

not present in other subjects. The school has now introduced class targets for pupils and developed a pupil tracking system that has the potential to identify those who are not doing as well as they should. As a result, the school is moving along successfully with a good capacity to further improve. Value for money is satisfactory. The headteacher seeks the views of parents and pupils: the results of which are positive. Governors know the school well and are developing their role as a ‘critical friend’. 5 Inspection Report: Reedley Primary School, 12 January 2006 to 13 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: Reedley Primary School, 12 January 2006 to 13 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 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 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 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 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 Ofsted helpline 08456 404045 Reedley Primary School Reedley Burnley BB10 2NE 12 January 2006 Dear Pupils, I am writing this letter after just spending two enjoyable days in your school and want to thank you all so much for making the experience such a pleasurable one. We came to see how good your school was and you had a very important role in this just as much as your teachers had. You did not let the school down in any way, in fact your friendliness, good behaviour and relationships with one another is a credit to you all and helped us to judge just how good your school is in helping you to grow and learn. Well, what did we think after these two days? I know your teachers were a little worried with inspectors coming, but hopefully our report will help them feel all the hard work they do is worthwhile. I always ask pupils their views of the school and one boy said ‘We have team Reedley

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Text from letter to pupils explaining the findings of the inspection

and we are all have a part to play in it’. He was right; your school is a very caring school where everybody contributes. You have a good team of adults led by a hard-working head teacher and deputy and everyone wants you to do as well as you can. Your teachers make learning interesting, make you work hard and as a result you make satisfactory progress in lessons. They also arrange a number of visits for you to go on and visitors to talk to you. We were pleased to see how very hard you worked but equally important was how very well everyone got on. We saw lots of pupils who had responsibilities and jobs to do, who did them very well. We were also very pleased to see the clubs you can go to and the good attendance by you to take regular exercise. I’m sure your teachers always say, ‘This is good but you could make it even better if you…’ Well, this is what we are telling your school – to get even better it needs try to get standards

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Text from letter to pupils explaining the findings of the inspection

higher, particularly in writing, and give you all more chance to use computers to help you learn in all the subjects you do (I’m sure you like the second one best, I would!). We also felt that all teachers need to make sure that you are always working at the right level. Finally, thank you again and I am sure if you and your teachers continue to work as hard as you did when we were in school your school will continue to do well. Yours sincerely

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