St Edward's Church of England Primary School

Inspection Report St Edwards Church of England Primary School

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120122 Unique Reference Number Leicestershire LEA 280739 Inspection number 12 October 2005 to 13 October 2005 Inspection dates David Simpson HMI Reporting inspector

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

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The Dovecote School address Primary Type of school Castle Donington Voluntary controlled School category Derby, Derbyshire DE74 2LH 4 to 10 Age range of pupils 01332 810231 Telephone number Mixed Gender of pupils 01332 810231 Fax number 102 Number on roll MR R England Chair of governors The governing body Appropriate authority Mrs Mary Robinson Headteacher 4 October 1999 Date of previous inspection

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Inspection number Inspection dates Age group 280739 12 October 2005 - 4 to 10 13 October 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 one of Her Majesty’s Inspectors.

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Description of the school

St Edward’s Church of England Primary School is a small rural school in the village of Castle Donington. The school has grown in number since the last inspection and each year group now has its own class. Almost all of the pupils are White British. The children’s social circumstances are slightly above average. The school has an above average number of pupils who have learning difficulties, including a high proportion of pupils with statements.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Edwards Church of England Primary School, 12 October 2005 to 13 October 2005

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Grade: 3

St Edward’s is an effective school which gives sound value for money. It has improved since the last inspection and is well placed to improve further. The pupils are proud of their school and parents value the education their children receive. It is a welcoming school where the pupils are happy and well motivated. In the Foundation Stage, the children make sound progress. The pupils enter the school with standards which are slightly below average and make satisfactory progress overall until they leave the school at the end of Year 5. At this point, standards are in line with what is expected in English but below in mathematics. Standards are not as high as they should be for more able pupils. The quality of teaching and learning is satisfactory. Lessons are clearly planned but teaching does not sufficiently challenge all the pupils. The school has good links with other organisations to promote the well-being of learners. Its

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Grade: 3

effective ethos is built upon the good relationships and care for the individual child. The pupils’ personal development is a strength of the school. The school has satisfactory monitoring procedures but recognises the need to be more rigorous in analysing the pupils’ performance in order to tackle underachievement promptly, and to provide teachers with clear priorities for further improvement. The headteacher accurately judges the overall effectiveness of the school to be currently satisfactory. She has a good knowledge of its strengths and what needs to improve, and has the skills and ambition to drive the school forward.

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What the school should do to improve further

•Make work more challenging, especially for the more able, and particularly in mathematics. •Analyse the pupils’ performance more frequently so that underachievement is quickly recognised and tackled. •Sharpen the headteacher’s monitoring of teaching by prioritising areas for teachers to develop and identifying how they should be followed up.

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Grade: 3

Achievement is satisfactory and standards are broadly average. The children make a good start in the Pre-School where their personal and social skills are well developed. More children attend the reception class and progress overall is sound. The pupils enter Year 1 with standards which are slightly below most five year olds. Standards in their mathematical development are lower than in other areas of learning. Results at the end of Year 2 are broadly in line with the national average for the percentage of pupils attaining the expected levels but too few attain higher levels. Although the progress that individual classes make in Years 2 to 5 varies from year to year, the standards the pupils attain by the time they leave are average in English but lower in mathematics. The school recognises that more of the pupils should reach higher levels in both English and mathematics. 2 Inspection Report: St Edwards Church of England Primary School, 12 October 2005 to 13 October 2005

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Grade: 2

The personal development of the pupils is good and a strength of the school. The pupils are helpful, courteous and keen to learn. Their behaviour in classrooms and around the school is good. They use the play areas sensibly and relish opportunities to take responsibility. They treat one another and adults with respect, and feel safe, secure and listened to. The school council meets regularly with the headteacher. This has made a good contribution to the welfare of the pupils, for example, by introducing a ‘friendly bench’ where pupils know they can go if they want help at lunch or break times. This illustration of their care for one another is typical of their clear sense of fair play and justice. Attendance is above the national average and reflects their enjoyment in coming to school. From the Nursery onwards, the pupils consider their safety and that of others. The pupils take good advantage of the opportunities for physical education including

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Grade: 2

participating in activities provided by the local high school. In lessons, the pupils learn about adopting healthy habits, for example how to look after their teeth. There is a strong emphasis on the social skills that equip the pupils for adult responsibilities and the world of work. These skills are well consolidated by the school’s popular residential visits. The pupils enjoy fund-raising and are good ambassadors for the school, for example when participating in a shopping trip as part of their mathematics work. The pupils’ spiritual, moral, social and cultural development is good. This work is well supported by links with the church and the reinforcement of assembly themes in personal development lessons. The pupils are beginning to learn about other world religions and benefit from visitors who introduce them to other cultures.

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Grade: 3

The quality of teaching and learning is satisfactory. Lessons are clearly planned and the teachers’ subject knowledge is sound. However, the pupils are not sufficiently challenged in order to make good progress. The teachers have good relationships with their pupils and have high expectations of their behaviour. Teaching assistants often play a significant part in helping the pupils to learn, although this is not a consistent feature of the school’s work. Marking is conscientious and systematic. The school has good procedures for assessing the pupils’ writing tasks in English which give the pupils clear targets. The pupils enjoy responding to the teacher’s suggestions and this strengthens their involvement in their learning. These arrangements are not yet as well established in reading and other subjects. 3 Inspection Report: St Edwards Church of England Primary School, 12 October 2005 to 13 October 2005

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Grade: 3

The curriculum fulfils statutory requirements and satisfactorily meets the needs of pupils. It is strengthened by links with other local schools which ensure that all pupils enter the high school having explored the same topics in health education. The pupils respond positively to their experiences in art and design and technology, and produce work of a high quality. The school is beginning to use music, art and dance to improve the pupils’ literacy skills and is becoming more systematic in the development of subject skills across the curriculum. The learning needs of pupils of different abilities are best catered for in English and mathematics. Some pupils do not feel that they have enough access to information and communication technology as part of their day-to-day studies. The school is an attractive, well cared for environment in which the pupils’ work and achievements are interestingly displayed.

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Grade: 3

The range of clubs that the school provides is impressive and a tribute to the hard work of staff. However, the school is aware that it needs to take more active steps to encourage the participation of more pupils.

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Grade: 2

As a result of a thorough knowledge of its pupils, the school provides good care, guidance and support. Good relationships have been established with agencies and other schools to support the educational and behavioural needs of pupils. For example, the help of a health worker at a ‘drop in’ centre is proving to be a valuable, supportive resource for parents. High expectations of the pupils’ behaviour establish a safe learning community in which people look after one another and treat each other with respect. Effective procedures are in place to tackle unsatisfactory behaviour and reward good work or conduct. These are well understood by the pupils. Risk assessments are thorough and appropriate to different activities. Some parents have identified a security issue which the school is addressing. Good links with the high school, including PE lessons taught by its staff, prepare the pupils well for the next stage of their education.

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Grade: 2

Pupils speak positively about the school and value the opportunities they are given to help out. They appreciate it when the teachers give them clear guidance about what they need to do to improve. Parents feel that their children are safe and well cared for. One commented that, ‘it is reassuring to know that any concern we have is listened to and, if appropriate, acted on quickly and effectively’.

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Grade: 3

The quality of leadership and management is satisfactory. The headteacher has a good knowledge of her school and is ambitious for its improvement. She has created a strong sense of team commitment amongst the adults who work at the school. They share her high expectations and the desire to see the school continue to improve. She is 4 Inspection Report: St Edwards Church of England Primary School, 12 October 2005 to 13 October 2005 respected by the pupils and valued by parents. One described her as ‘spearheading the school with great strength’. Her purposefulness and strong direction have improved the pupils’ attitudes and the school is developing a series of strategies designed to improve the academic progress the pupils make. Her leadership has been strengthened by the appointment of an assistant headteacher who has taken the initiative in introducing improvements in the assessment of literacy. All staff are actively involved in school self-evaluation; for example, they identified

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Grade: 3

the need to improve their confidence in teaching music. Resources are appropriately allocated and subject leaders take responsibility for their budget. The views of parents and pupils are actively sought and acted upon. The school has sound procedures to review the pupils’ attainment at the end of each year but recognises that it needs to analyse progress more frequently and be more systematic in measuring whether individual pupils are making enough progress. The headteacher systematically monitors the quality of teaching and learning. However, it is not always clear what improvements teachers are expected to make as a result. In recent years, the governing body has effectively focused on improving the school’s reputation in the local community. They are frequent visitors and monitor the school’s finances and staffing closely. However, they recognise that they need to look more critically at whether the pupils are making enough progress and ensure that targets

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Grade: 3

are sufficiently ambitious. 5 Inspection Report: St Edwards Church of England Primary School, 12 October 2005 to 13 October 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: St Edwards Church of England Primary School, 12 October 2005 to 13 October 2005

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 3 The quality and standards in foundation stage NA 3 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 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 2 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 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 3 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

St Edward’s Church of England Primary School, The Dovecote, Castle Donington, Derby, Derbyshire DE74 2LH 13 October 2005 Dear Children Thank you for welcoming me to your school. I really enjoyed talking to you, visiting your lessons and coming to your assembly. I could see that you try hard to do your best and help each other. Well done! I also had a good time talking to your teachers and I was very pleased to see how well they and you got on together in lessons and around the school. It was good to see that your learning included going on a shopping trip and choosing ingredients to make pizzas. You clearly have many opportunities to do exciting things. Your school council is helping to improve your school and the ‘friendly bench’ is an excellent idea and shows just how well you look after one another. Your teachers, Mrs Robinson and other adults in the school work very hard to make sure that you are safe and have an interesting and worthwhile time at the school.

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Text from letter to pupils explaining the findings of the inspection

I have asked Mrs Robinson to do a few things that should help you all get on even better than you are doing now! I want Mrs Robinson to make sure that you keep working your hardest and get the best possible results you can before you leave the school. To help you with this, I have asked your teachers to check more often that you are getting on with your work as well as you should do. Thank you again for being so helpful and friendly.

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