Brabins Endowed School

Inspection Report Brabins Endowed School

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119395 Unique Reference Number Lancashire LEA 280541 Inspection number 28 February 2006 to 1 March 2006 Inspection dates Mrs Lynne Read Reporting inspector

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

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Longridge Road School address Primary Type of school Chipping Voluntary controlled School category Preston, Lancashire 4 to 11 Age range of pupils 01995 61596 Telephone number Mixed Gender of pupils 01995 61828 Fax number 48 Number on roll Mr Martin Wheatman Chair of governors The governing body Appropriate authority Mrs Glynis Goldsbrough Headteacher 1 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280541 28 February 2006 - 4 to 11 1 March 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 one additional inspector.

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Description of the school

This is a small primary school in a rural setting close to Preston. A local endowment trust provides an annual contribution for items not generally funded by the local authority (LA) and to support the Christian ethos of the school. All pupils are of white British backgrounds and none claim free school meals. When they enter the reception class, children’s attainment is generally above average. The proportion of pupils who have learning difficulties and/or disabilities is around average; no pupil has a statement of special educational need. In recognition of the good work done, Brabins Endowed holds the Basic Skills, Healthy Schools and Investors in People awards. The school holds the prestigious Eco Schools Green Flag as a result of its commitment to preserving the environment.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006

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Grade: 2

Brabins Endowed Primary judges itself as a good school with outstanding features and inspection findings agree wholeheartedly. It has a deservedly high reputation among parents, plays a central role in the community and provides good value for money. Parents and pupils’ views are valued and acted upon. Standards are high and the school is in the top 8 per cent in the country in terms of the value added to pupils’ learning. Children make good progress in the reception class and years 1 and 2. Standards in writing have improved recently, though fewer pupils attain the higher Level 3 than in reading and mathematics. By the time pupils leave Year 6, they are achieving results which are well above the national average. The school has particular strengths in the ways its cares for, guides and supports it pupils. As a result, their personal development is outstanding. The headteacher provides outstanding leadership that has resulted in high attainment and there is an outstanding

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Grade: 2

range of activities additional to the curriculum. Teaching is good with outstanding elements. The school is currently working on planning and resources for some non-core subjects and extending the subject leaders’ roles. Since the last inspection, very good improvements have been made, especially in the provision and attainment for information and communication technology (ICT). Standards have risen from average to well above average. With such an impressive track record, there is a very good capacity to maintain the strengths in school and to improve even further.

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What the school should do to improve further

The school should continue to raise standards at the end of year 2 by: • improving the percentage of pupils who attain the higher Level 3 in writing to match those who do so in reading and mathematics.

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Grade: 2

This is a school where standards are high and pupils achieve well. Those with learning difficulties and/or disabilities progress well along their individual programmes of study. Children have above-average standards of learning overall when they enter the reception class, although there is a wide range of ability in each year group. Children make good progress and, by the end of the year, the majority have reached the expected learning goals and a good number have exceeded them. By the end of year 2, the school’s results are well above average. In Years 1 and 2, pupils make very good progress in the basic skills of reading and mathematics. There have been good improvements in the standards for writing so that, although fewer pupils attain the higher level 3 grade than in reading and mathematics, average point scores have been above the national average for the past two years. These high 2 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006

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Grade: 2

standards are maintained throughout years 3 to 6, and challenging targets are met. Pupils apply their English, mathematical and information and communications technology (ICT) skills very effectively across other subjects. Skills of research, problem solving and investigation are especially well developed. The school is now working on raising attainment in all subjects to a similar, high level. Boys and girls do equally well in lessons and pupils with learning difficulties and/or disabilities make good progress.

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Grade: 1

Pupils’ personal development and well-being are outstanding. Pupils love school and are enthusiastic about the extensive range of experience provided for them. As a result, attendance is well above average. Behaviour is outstanding and pupils show very good self-discipline. Spiritual, social, moral and cultural development is promoted very effectively. For example, there are many rewards for good work or actions and interesting, collaborative activities that encourage social interaction. There are very good links with local churches and clergy, reflecting the Christian ethos of the school. Worship is both thoughtful and meaningful. These factors promote a strong sense of spirituality in school. Pupils have a good understanding of the range of cultures in society and show good respect for beliefs that are different from their own. Pupils have a strong say in decision making through their Eco committee. Their active

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Grade: 1

involvement in re-cycling and preserving their wildlife area reflects their mature understanding of environmental issues. The ‘Healthy Schools’ philosophy permeates throughout school life; consequently pupils are well aware of the benefits of healthy diets and exercise. Their involvement in enterprise projects, together with good standards in the core skills, means pupils are well placed to secure a positive economic future.

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Grade: 2

Teaching and learning are good and there are outstanding features. A major strength is the way that teachers constantly assess pupils’ work and use that information to plan the next lessons. This is an important factor in producing the high attainment. In years 3 to 6, very interesting tasks challenge pupils’ thinking so they derive much pleasure from solving problems and conducting personal research. Some excellent projects completed for homework illustrate their skills of independent study. Teaching and learning in the reception class is good. The teacher and the very knowledgeable assistant work closely together to ensure that work is firmly based on the recommended early learning goals. Consequently, children get off to a flying start. In years 1 and 2, the more able pupils are well challenged by work at the higher level in mathematics and reading but need more time working at the higher level in writing

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Grade: 2

3 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006 in order to attain the higher grade. Well-informed teaching assistants throughout school provide good support, ensuring that the needs of the different age groups are well catered for. Part-time specialist teachers enhance the pupils’ experiences very well and many parents bring their valued skills into the classroom to enrich learning.

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Grade: 2

The curriculum is good and provides an interesting range of lessons and outstanding additional activities. Overall, there are good opportunities for pupils to apply their skills in English, mathematics and ICT across the curriculum, although the more able pupils in years 1 and 2 would benefit from more opportunities for non-fiction writing. Planning includes substantial challenge and interesting extension activities for gifted and talented pupils. This is a major strength. The curriculum for those pupils with learning difficulties and/or disabilities is well planned to meet individual needs and ensure equal opportunities. Provision in the reception class is good with an interesting range of free choice and directed activities. The excellent enrichment programme includes specialist teaching, visits, visitors and out-of-school activities. It provides outstanding opportunities for pupils to develop their talents and interests including learning French, participation in a wide range of

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Grade: 2

physical activity and working with artists and musicians.

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Grade: 1

The school provides outstanding care for its pupils. It enables them to be happy and confident learners. Their health and protection are seen as paramount and all adults keep a very close check on safety matters. Parents are extremely appreciative of the care taken and of the good communications with them. Pupils trust their teachers and this underpins the excellent relationships seen. They say that they feel totally safe and recall no incidents of bullying. The guidance given to pupils to help them improve is very good. It includes useful, oral feedback for younger pupils, extremely helpful comments in marking for juniors and learning targets that are clear and fully understood. The very good system of tracking pupil progress ensures that the high standards are maintained and provides early identification of those pupils who require extension activities or who need extra support.

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Grade: 1

Leadership and management are good overall with some outstanding features. The headteacher provides outstanding leadership. The drive for excellence and the excellent caring ethos is shared by staff who work enthusiastically to ensure that pupils have equal access to all activities. The school knows its strengths and accurately identifies 4 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006 where there is a need for improvement. This is done very effectively through an annual cycle of checking and evaluating provision and by gathering the views of parents and pupils. As a result, standards have risen from around average to well above average over the last few years. Good improvements have been made in the leadership and management of some non-core subjects, for example in design and technology. This has resulted in higher standards. The school is currently engaged in replicating the

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Grade: 1

success across the few remaining subjects. Management is very successful in seeking additional funding from various sources. As a result, pupils have the benefit of very good resources, especially the stock of books and ICT equipment. Funds are also used to secure expert tuition, for example in science, which leads to good standards. Governors understand the strengths of the school thoroughly and take a good, active role in the process of planning for improvement. They bring a valuable range of expertise to management, for example in health and safety. All statutory requirements are met. 5 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006 .

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Grade: 1

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Brabins Endowed School, 28 February 2006 to 1 March 2006

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Inspection judgements

NA 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? NA 1 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 1 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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Inspection judgements

Achievement and standards NA 2 How well do learners achieve? NA 1 The standards 1 reached by learners

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Inspection judgements

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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Inspection judgements

Personal development and well-being NA 1 How good is the overall personal development and well-being of the learners? NA 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 1 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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Inspection judgements

The quality of provision NA 2 How effective are teaching and learning in meeting the full range of the learners' needs? NA 2 How well do the curriculum and other activities meet the range of needs and interests of learners? NA 1 How well are learners cared for, guided and supported?

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Inspection judgements

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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Annex A

Leadership and management NA 1 How effective are leadership and management in raising achievement 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 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 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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Annex A

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 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 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

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Annex A

wider community 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 Brabins Endowed School Longridge Road Chipping Preston Lancashire PR3 2QD 2 March 2006 Dear Pupils Thank you very much for the warm welcome you gave me when I recently visited your school. The conversations that I had with groups and individuals were very interesting and I enjoyed watching you at work. You said that lots of things were good about your school and I agree. Some of them are: you enjoy the interesting lessons that your teachers plan for you, work very hard and make good progress you enjoy solving problems and working independently you behave exceptionally well and are polite and friendly you take good advantage of the excellent range of extra activities on offer your teachers take great care to keep you safe, happy and healthy you have an exciting school with a very good range of books and computers

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Text from letter to pupils explaining the findings of the inspection

you contribute well to the running of the school and play an important role in protecting the environment through your Eco committee. Those of you in years 1 and 2 have been working hard to improve your writing and have made good progress. There’s still a little way to go to make writing as good as reading and mathematics in Year 2 so I have asked your teachers to help you to close the gap. Thank you once again for helping me so much with the inspection. I hope that you will continue to work hard, enjoy your lessons and make Brabins Endowed School a super place to be. Yours sincerely Mrs L Read

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Annex B

(Lead inspector) Chipping Village After School & Breakfast Club Inspection report for early years provision Unique Reference Number EY 136631

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Annex B

Inspection date: 28/02/2006 Childcare inspector: Harpal Thandi Setting address: . Chipping Village After School and Breakfast Club Telephone number: 01995 61596 E-mail: head@brabins.lancsngfl.ac.uk Registered person: Mrs Glynis Goldsborough Type of inspection: Care Type of care: Out of school care

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Annex B

Website: www.ofsted.gov.uk This document may be freely reproduced in whole or in part for non-commercial educational purposes, provided the source and date of publication are stated. ABOUT THIS INSPECTION The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the

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Annex B

foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later. The key inspection judgements and what they mean

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Annex B

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted’s website: www.ofsted.gov.uk. THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the d the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are n/a. WHAT SORT OF SETTING IS IT? Chipping Village After School and Breakfast Club opened in 2002 and operates from the school hall and the library area of Brabins Endowed School in Chipping near Longridge. A maximum

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Annex B

of 24 children under 8 years may attend the club at any one time. The after school club is open each weekday during term time from 15:20 to 17:35 and the breakfast club operates from 07:30 to 09:00. All children have access to an enclosed outdoor play area.There are currently 50 children from 4 to under 11 years on roll. The club is open to children attending Brabins Endowed School and the adjacent St Mary's Primary School. The club currently supports 6 children with special needs and currently there are no children who speak English as an additional language.The club employs three regular staff, two of the staff, including the manager hold appropriate early years qualifications. THE EFFECTIVENESS OF THE PROVISION Helping children to be healthy The provision is satisfactory. Children learn good hygiene routines, such as hand washing after using the toilet and wearing aprons for serving snacks. They understand the reason for these good practices for example,

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Annex B

a child explains they have to wear the aprons otherwise bad bacteria from the jumper they have been wearing all day could fall off into the food. The children have also made laminated posters which have been placed in the toilet area reminding them to wash their hands after using the toilet.Children’s health is protected because staff take positive steps to prevent the spread of infection, such as wiping the tables with anti-bacterial spray and washing the drinking cups periodically in the dishwasher to give them a thorough clean. In addition, three of the staff have first aid certificates and two staff members have food hygiene certificates, which means that they can prepare food hygienically and offer advice and support in cases of accident and illness, which is in line with current legislation and guidance.Children understand the importance of healthy eating and good nutrition as they know it is good to eat healthy foods, such as fruit

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Annex B

because it gives them energy and keeps them fit. However, their choice is limited as they do not have access to a varied selection of healthy snacks at their club. Protecting children from harm or neglect and helping them stay safe The provision is good. Children feel secure and at ease because they are cared for in a warm and welcoming environment. Examples of their art work and photographs of them involved in their play are

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Annex B

displayed on the walls. Space is organised well allowing children to make their own choices as they move freely between the activities on offer. Children happily select activities from the accessible range of toys and equipment which meet safety standards. Children are kept safe as they are supervised well at all times and staff carry out regular risk assessments of the areas being used by the children, addressing any areas of concern. Children understand how to keep themselves safe. For example, they are aware of fire safety issues as they take part in regular fire drills, they inform staff whenever they need the toilet and they know they must not run indoors.Children's welfare is safeguarded because staff have a good understanding of the requirements for recording and reporting any concerns in line with child protection procedures. There is a written policy in place which informs parents of the action staff will take if there are

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Annex B

any concerns about the well-being of a child in their care. Helping children achieve well and enjoy what they do The provision is good. Children settle well on arrival at the club and play co-operatively together. For example, a group play with the cars and mats while another small group construct a model using large construction materials. Children are happy and occupied with the activities on offer. They enjoy choosing from a mixture of free play and planned activities. For example, a group of children are engrossed in the planned activity which involves learning traditional and French knitting skills. The older children take responsibility and learn independence skills by planning a weekly craft activity. For example, they make puppets; the activity is then extended by putting on a play with the help of the younger children. Children accept further responsibility as they volunteer to give out the snacks and drinks, then enthusiastically help to wash up. All children are involved in

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Annex B

tidying away activities.The children respond well to challenges because staff plan exciting activities which engage their interests, such as organised club events. Following consultation with the children, staff plan sessions which are dedicated to, amongst others, learning judo, fencing, dance [street and hip-hop] and athletics. Children enjoy physical exercise in the outdoor play area as well as having opportunities for quieter activities; for example, a group of children lie on comfortable cushions in the library area to watch a DVD of their choice. Helping children make a positive contribution The provision is good. Children feel a sense of belonging because staff encourage them to feel a sense of pride in the club by helping to develop club rules for behaviour. This ensures they feel involved and as a result, they take responsibility for their behaviour. For example, children know they must not

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Annex B

run in the school or fight and they have to share toys. Positive interactions from staff promote children's self-esteem. Children receive ongoing praise and encouragement for their efforts, for example, for completing an activity and helping to tidy away. As a result, children learn right from wrong and behave well. Children gain a positive view and understanding of diversity as children are encouraged to learn about and respect differences in culture, race, disability and gender through access to a varied selection of resources which represent positive images of diversity. For example, multi-cultural dolls, play figures with disabilities, skin tone pencils, books and videos. Staff also provide a selection of meaningful activities to enhance their understanding; for example, children enjoy celebrating Diwali and Chinese New Year. Information is shared with parents, which keeps them informed about their children and ensures continuity

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Annex B

of care, for example, through discussion, newsletters, annual reports and meetings. Their views are sought through the use of questionnaires, valued and acted upon, for example, changes in opening hours and the activities available. Parents speak highly about the staff and state their children enjoy attending.

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Annex B

Organisation The organisation is good. Children feel at home and at ease in the setting as it is well organised and effective in meeting their needs. They have access to all facilities within the room as well as the library area. They also have regular access to the outdoor play areas which maximises their opportunity for all round development. They are able to initiate their own play and learning in an environment where the resources are easily accessible to them, for example, on the floor and on table tops.Good recruitment and vetting procedures are in place to ensure the suitability of all staff working with the children. Information is shared effectively with parents and good communication ensures children's care and welfare is fostered well. All legally required documentation that contributes to children's health, safety and well-being is in place. Overall, the provision meets the needs of the range of children who attend.

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Annex B

Improvements since the last inspection At the last inspection the provider was asked to: devise a procedure to be followed in the event of a parent failing to collect a child; obtain written parental permission to cover the need for any emergency treatment or medical advice; add Ofsted's details to the complaints procedure and add social services child protection team details to the child protection policy.All required documentation has been amended or drawn up and the relevant parental permission is now in place. As a result of these recommendations being addressed, the security and well-being of the children has been enhanced. Complaints since the last inspection There have been no complaints made to Ofsted since the last inspection since 1 April 2004.The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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Annex B

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the dcare are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are n/a WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT? The quality and standards of the careday care To improve the quality and standards of care further the registered person should take account of the following recommendations: enhance the selection of healthy and nutritious snacks available to the children.

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Annex B

set out in the leaflet Building better childcare: Compliments and concerns about inspectors’ judgements which is available from Ofsted’s website: www.ofsted.gov.uk.

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