Hoole St Michael CofE Primary SchoolOfsted inspection, 1 Mar 2006

Inspection Report Hoole St Michael Church of England Primary School

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119570 Unique Reference Number Lancashire LEA 280596 Inspection number 28 February 2006 to 1 March 2006 Inspection dates Mr Eric Jackson Reporting inspector

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

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Liverpool Old Road School address Primary Type of school Much Hoole Voluntary aided School category Preston, Lancashire PR4 5JQ 4 to 11 Age range of pupils 01772 613219 Telephone number Mixed Gender of pupils 01772 613219 Fax number 109 Number on roll Rev. Steven Hughes Chair of governors The governing body Appropriate authority Mrs Kathryn Melling Headteacher 1 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280596 28 February 2006 - 4 to 11 1 March 2006 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 2006

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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 an additional inspector.

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Description of the school

Hoole St Michael’s is a smaller than average primary school. It has close links with its parish church, and serves a socio-economically advantaged area. Children’s attainment at entry to reception covers a wide range, but is generally above average. The number of children with learning difficulties and/or disabilities is below average. There are small numbers of children from minority ethnic groups, and none learn English as an additional language. A smaller than average proportion of children leave or join during the school year. There is after-school provision run by the school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 2006

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Grade: 3

The inspection confirms the school’s own view: provision is satisfactory with some good features, giving satisfactory value for money. Parents and children are very supportive of the school, saying, ‘‘It is like a big happy family.’’ The children’s personal development is good, as are care and safety procedures. The school works well with parents and outside agencies to ensure children’s well-being. However, children do not learn enough about cultural diversity. Provision in the Foundation Stage, and the progress children make, are satisfactory. They attain above nationally expected standards by the end of reception. By the end of Year 2, children attain standards at least above the national average, and sometimes well above. Standards by the end of Year 6 were very low in the 2005 national tests and average in 2004. Previously, overall standards have been above or well above the national average. Significant staff

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Grade: 3

disruption was a major influence on the recent poor results. Also, work was not matched accurately to the needs of more able pupils. Changes instituted by the new headteacher in assessment procedures, self-evaluation and teaching and learning have had good impact on pupils’ rate of progress in Years 3 to 6. The current Year 6 are on track to achieve the challenging targets set for them in national tests, in line with the school’s previous good performance. Teaching and learning are satisfactory, with some good features, particularly in Years 3 to 6. However, many pupils do not know enough about how they might improve because work is not always marked to a high enough standard. The curriculum is satisfactory, with good enrichment. Leadership and management are satisfactory overall. The headteacher provides good leadership. Since her appointment in 2005, she has set very clear goals to bring about improvement, with

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Grade: 3

new and effective self-evaluation procedures involving all staff and governors. The school’s capacity to improve is good. not applicable

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What the school should do to improve further

• Raise standards by the end of Year 6 by ensuring that all children do as well as they can, particularly more able children. • Ensure that teachers’ marking of pupils’ work helps them to understand more clearly what they need to do to improve. • Improve children’s personal development through greater understanding of the cultural diversity of Britain and the wider world.

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Grade: 3

Overall achievement is satisfactory. Overall standards are above average. No group of children currently underachieves. Most reception children make satisfactory progress towards the nationally recommended learning goals, building satisfactorily on their above average attainment on entry. Children in Years 1 and 2 make satisfactory progress, maintaining overall above average levels of attainment. In the 2005 national 2 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 2006 tests, over half of the children achieved higher than nationally expected levels in reading and science, which is well above the national average. The current Year 6 pupils are on track to reach the challenging targets set for them in this year’s national tests. They are currently working at above average levels of attainment in response to determined, focused teaching. For example, their writing journals show perceptive

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Grade: 3

and above average critical analysis of text. Also, they plan scientific investigations with a good understanding of scientific method for their age. This is a significant improvement on the low standards Year 6 reached in the national tests in 2005, particularly in mathematics and science, missing higher level targets by some margin. This is because more able pupils did not do as well as expected. The 2005 year group had a disrupted final year, being taught by a succession of supply and temporary teachers. This impeded their progress as some children became disruptive, interfering with other children’s learning. By appointing a skilled teacher in September 2005, the school took the necessary step to ensure that the current Year 6 achieve the levels more usually seen in the school. In Years 3 and 4, progress in lessons is usually satisfactory and sometimes good. It is often excellent in Years 5 and 6, matching the teacher’s high expectations and by ensuring that work is matched

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Grade: 3

accurately to pupils’ varying needs. Throughout the school, the few children with learning difficulties and/or disabilities make satisfactory progress towards their targets.

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Grade: 2

Provision for children’s personal development and well-being is good, confirming the school’s view. This is a maintained strength, founded in very good relationships. The headteacher has reinvigorated links with the church, and the school’s Christian mission is celebrated with reverence and enjoyment. Spiritual, moral and social developments are good. Cultural development has improved to be satisfactory. However, there is insufficient emphasis on teaching pupils about cultural diversity in order to help children fully understand their place in the world. Children behave well in lessons and around the school. Their conduct throughout the trip to a church service was exemplary. Children are actively involved and show good attitudes in lessons, eagerly discussing ideas with their ‘talk partners’. Attendance is satisfactory. Children say that they enjoy their learning, feel safe and secure, and learn important lessons about healthy living.

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Grade: 2

Inspection findings confirm their views. They make a good contribution to the school, church and local community. School councillors take their roles seriously. The school prepares children for the world of work well in helping them learn basic skills, how to make decisions and to cooperate with others. 3 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 2006

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Grade: 3

Teaching and learning are satisfactory, with some good features. Recent staff changes and new management roles have already had good impact on children’s progress. Key to this is the headteacher’s insistence on high expectations and standards. This has led to greater clarity in the assessment of learning and more focused staff accountability for achievement, particularly potential high attainers. For example, in an outstanding English lesson, Year 6 children used information and communication technology (ICT) skilfully in analysing the features of non-chronological writing. They also prepared thoughtful, well-written and delivered homilies for an Ash Wednesday church service. Teachers’ planning for learning is satisfactory, and often good in Years 3 to 6. Children learn how they can be active in their own improvement, especially in Years 5 and 6. However, this good quality of marking is not consistent across the school. This means

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Grade: 3

that not all pupils know how they can improve their work. There is a good focus on keeping boys engaged, supported by new resources to interest them in learning. Well-targeted professional development for teaching and support staff has led to improvements in children’s learning, particularly in science and mathematics. Teachers’ specialist skills in music, ICT and English are used effectively.

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Grade: 3

The curriculum is satisfactory, not quite as good as the school judges, but with a strong focus on English, mathematics, science and ICT. There are good enrichment activities through a wide variety of clubs, visitors to the school, and trips out, including a residential experience for older children. Reception children now have a safe outdoor play area, where children enjoyed action painting in the style of Jackson-Pollock. Both the reception and Year 5/6 class areas have recently been upgraded, which helps with the delivery of the full curriculum effectively. A key member of staff with specific expertise is helping other staff to develop their ICT and science skills. The sharing of subject expertise amongst the staff is also a good feature in English, music and art and design.

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Grade: 2

Care, guidance and support are good. Parents and children say that the school is a safe and happy place. Inspection findings confirm their views and that of the school. Child protection procedures are secure, and all statutory health and safety requirements are in place. One child said, ‘If you have a problem, there is always someone to help you.’ Older children take responsibility for younger children in the playground, and the staff are vigilant in dealing with the rare cases of bullying. Children have individual targets for learning, including children with learning difficulties and/or disabilities. 4 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 2006 The staff monitor these carefully, and there are improved procedures to check twice yearly that children make at least satisfactory progress. Parents are involved well in these procedures.

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Grade: 3

Leadership and management are satisfactory, and improving. Parents almost unanimously welcome the headteacher as an excellent appointment. One parent summarised their feelings: ‘This has always been a happy school, but now there is a clearer focus on standards.’ The headteacher leads well, setting clear direction and high expectations for all children’s achievement. She has developed strong procedures to help staff meet challenging progress targets. A recent whole staff review confirmed the increased rate of progress in children’s learning across the school, especially those in Years 3 to 6. The key improvement has been in reversing the decline in progress in Year 6, so that it is now good, and sometimes outstanding. Governors say that they have not been ‘critical friends’ in the past, but feel that they are now well-informed enough to hold the school to account for the quality of its provision. Governors

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Grade: 3

regularly monitor what is happening during the working day. Other staff in key roles welcome their increased responsibility, and the effective training in the local authority’s Primary Leadership Programme to equip them to fulfil it. New evaluation procedures, including of assessment data, have led the staff to be more open about the school’s strengths and weaknesses, particularly in children’s progress. The results of this thorough evaluation have been used to draw up a convincing improvement plan, covering all the points for improvement noted in the inspection. There is a vibrant sense of optimism in the school, and it is well placed to make rapid improvement, supported by good links with other local schools and the local authority. 5 Inspection Report: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 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: Hoole St Michael Church of England Primary School, 28 February 2006 to 1 March 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 2 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 Mrs Katheryn Melling Hoole St Michael Church of England Primary School Liverpool Old Road Much Hoole Preston Lancashire PR4 5JQ 3 March 2006 Dear Children First, let me thank you for your kind welcome to St Michael’s. Though a stranger, your friendly ‘Good morning, Mr Jackson’ when you met me in the playground on Tuesday morning made me feel part of your school family, as I’m sure Mrs Melling had asked you to. It was also very moving to hear you sing so well in church, and thoughtfully talk about the meaning of Lent for you. As you know, I came to see how well your school helps you to learn, and how well it looks after you. Your parents told me that the most important thing for them was that you are happy and safe. Your School Councillors confirmed that this was how your school is for you. You also behave well, try hard in lessons, and look after one another. You said that there is always a

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Text from letter to pupils explaining the findings of the inspection

member of staff to help you if you need it, and I saw that. In fact, there are many important changes happening in your school to make things better for you. It is important that your school helps you to achieve as well as you can in your learning. I think that the staff already help all of you to make at least steady progress, and some of you to make really good progress, particularly in reading. I have asked the staff to challenge you to reach the highest levels you can, especially in mathematics and science. It means that you need to know more about what you have to do to improve. This will work if you keep on trying to do your best. I have also asked the staff to teach you about the great variety of peoples and ways of living here and in the rest of the world. I am sure that you and your school will do this well. With best wishes for your future. Yours sincerely Eric Jackson (Lead Inspector)

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