Burton Salmon Community Primary School

Inspection Report Burton Salmon Community Primary School

p.1

121385 Unique Reference Number North Yorkshire LEA 281002 Inspection number 13 March 2006 to 14 March 2006 Inspection dates Mrs Brenda McIntosh CfBT Lead Inspector Reporting inspector

p.1

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

p.1

Burton Salmon School address Primary Type of school Leeds Community School category West Yorkshire LS25 5JY 5 to 11 Age range of pupils 01977 672405 Telephone number Mixed Gender of pupils 01977 675402 Fax number 21 Number on roll Mr Paul Drury Chair of governors The governing body Appropriate authority Mrs S Lees Headteacher 20 March 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281002 13 March 2006 - 5 to 11 14 March 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by one additional inspector.

p.3

Description of the school

This very small school serves a socially and economically mixed area. The proportion of pupils eligible for free school meals is well below average. The vast majority of pupils are from white British backgrounds. The proportion of pupils with additional learning difficulties and/or disabilities is about average. The school lacks a hall for assemblies or indoor physical education. In the last two years there has been a new headteacher and a significant turnover of staff.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006

p.3

Grade: 2

This is a good school. The inspection judgement agrees with the school's accurate view of its effectiveness. A family atmosphere is evident as pupils work and play together. They show a great deal of tolerance and respect for each other. The school is outward-looking with a strong commitment to continual improvement. Its use of links with other schools, organisations and outside expertise to improve the quality of education is outstanding. Pupils make good progress and achieve well because of the consistently good teaching. However, older pupils have insufficient opportunities to write and organise their work on paper in mathematics and science. Children in the Foundation Stage make good progress owing to the lively, imaginative teaching. Pupils' personal development is good. However, pupils do not fully understand the role of the school council and its contribution to school improvement. Attendance is above

p.4

Grade: 2

average. The school takes good care of its pupils and provides effective support for them. As a result, pupils feel safe, well looked after and are happy in school. The curriculum is good with a strong emphasis on creativity and enjoyment. The school is well led and managed. Over the past two years, rigorous systems for monitoring and evaluating performance have been established. Governors are supportive but their role in monitoring the work of the school is not yet rigorous enough. Improvement since the last inspection is good. The school is well placed to improve further. Despite its high costs the school provides good value for money.

p.4

What the school should do to improve further

• Provide more opportunities for pupils in Key Stage 2 to write down the methods of their calculations in mathematics and to record their scientific experiments in a more organised way. • Further develop the school council to give pupils a greater understanding of its role and influence on school improvement.

p.4

Grade: 2

Pupils make good progress and achieve well in relation to their prior attainment. It is unrealistic to judge children's overall attainment on entry to the Reception class because there is usually a wide range of ability in the exceptionally small year groups. Nevertheless, throughout the Foundation Stage and Key Stage 1, pupils make good progress. At the end of Year 2 in 2005, pupils attained broadly average standards representing good achievement in relation to their earlier standards when they started school. In Years 3 to 6 pupils continue to make good progress. Pupils are making rapids gains in the development of their writing skills. In the 2005 tests at the end of Year 6, results were broadly average. Most pupils achieved well from their starting point in Year 3 but test results are often greatly influenced by the wide range of abilities in the exceptionally small year groups. This can lead to a significant variation in the

p.4

Grade: 2

school's results from year to year and, consequently, these should therefore be treated 2 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006 with caution. Since the last inspection there has been an upward trend of improvement in standards. Pupils usually reach and in some cases exceed the challenging targets set for them. Pupils who have learning difficulties and/or disabilities and those with special gifts or talents progress at the same rate as others owing to the effective support they receive. Progress and standards in information and communication technology (ICT), design and technology and art and design are good.

p.4

Grade: 2

Pupils' personal development, including their spiritual, moral, social and cultural development is good. Pupils definitely like school; this is reflected in their good attendance. They are proud of the imaginative prompts and displays, many made by themselves, which support their learning well. Behaviour in lessons and around school is good. Bullying is uncommon. Over the past two years there has been a strong focus on raising pupils' self-esteem and improving attitudes to learning. The results of this are reflected in comments such as, 'I can see a difference in myself, I am making more progress in my learning and I listen better'. The development of an 'I Can Do' culture has had a significant impact on the development of skills in practical subjects such as art and design. Pupils take their responsibilities seriously in tasks they are given and contribute well to the smooth running of the school community. Pupils have opportunity

p.5

Grade: 2

to voice their opinions but they do not fully understand the role of the school council and its contribution to school improvement. Pupils understand the need for healthy lifestyles and know how to stay safe. They take part eagerly in a wide range of physical activities. Pupils are gaining good skills which will stand them well in their future life. For example, ICT is commonly used to assist their learning.

p.5

Grade: 2

The quality of teaching and learning is consistently good with examples of outstanding practice. Teaching is stimulating, imaginative and challenges pupils of all abilities. The impact of this is seen in the rapid gains in pupils' learning. An outstanding feature is the way teachers plan work thoroughly to match work to pupils' abilities and needs. The school understands its pupils well and the best ways in which they learn. Teaching assistants make a significant contribution to the good progress of pupils with additional learning difficulties and/or disabilities. The teaching of writing is very effective because teachers fire pupils' imaginations with an outstanding range of stimulating resources, most of which they have made themselves. This is resulting in improved standards and achievement throughout the school. However, in mathematics and science, older pupils have insufficient opportunities to record and organise their work on paper. Teachers

p.5

Grade: 2

are skilful in the use of ICT to ensure the pace of learning never slows as they move the focus of teaching from one group of pupils to another. 3 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006 Assessment procedures and the tracking of pupils' progress are rigorous. Information gained is used effectively in guiding pupils towards their targets and involving them in the evaluation of their own learning. Marking is good and informs pupils of what they need to do to improve their work.

p.5

Grade: 2

The curriculum is good. There is a good balance between developing pupils' basic skills and nurturing their creative talents. Pupils see a relevance to their learning because of imaginative links between subjects. The development of pupils' ICT skills to support learning in other subjects is good. For example, pupils sent e-mails to various publishers requesting copies of their favourite illustrations from books they had been reading. The planning of individually tailored work and related support for pupils with learning difficulties and/or disabilities is very effective. The school is successful in providing pupils with a full programme of physical education and sporting activities despite the lack of a hall. Whatever the weather these lessons take place outdoors. Good use is made of outside expertise to extend the development of pupils' skills in a range of sports. Educational visits and visitors enrich the curriculum well. There is a good

p.6

Grade: 2

emphasis on promoting safe and healthy lifestyles. The curriculum in the Foundation Stage is good. Children enjoy learning through practical activities which are invitingly set out to promote instant play and stimulate independent choice.

p.6

Grade: 2

Care, guidance and support are good. The school fully exploits the benefits of its very small size and favourable staff to pupil ratio to monitor closely pupils' personal and academic development. Pupils' individual needs are identified early and responded to. Pupils say they feel safe and happy in school and that they can turn to an adult for help if they have any concerns. Links with outside agencies are effective and ensure that pupils with learning difficulties and/or disabilities receive the support they need. Arrangements for health and safety and child protection are robust. Any risks to pupils' safety are assessed carefully and dealt with. Good links with other schools help to make the transfer to the next phase of pupils' education as smooth as possible. Assessment systems reflect the good individual attention paid to each child. Pupils are involved well in assessing their progress and have a good knowledge of the next

p.6

Grade: 2

Leadership and management are good. The headteacher and staff work well together drawing on each others' expertise to meet the needs of all pupils. Parents are very 4 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006 positive about the work of the school. The headteacher has a high teaching commitment and little time in which to lead and manage the school. Time is managed efficiently and well-established systems ensure the school runs smoothly. Self-evaluation is rigorous, accurate and reflective and identifies the key priorities for improvement. Effective, manageable systems for tracking pupils' progress have been established. The school is outward looking and is enterprising in establishing excellent partnerships with other schools, agencies and organisations to broaden the expertise available to the school and enrich pupils' learning. Financial planning is good. The school spends

p.6

Grade: 2

money wisely to minimise the potential disadvantages for a small staff. For example, expertise is bought in to plan the curriculum for science and religious education. The governing body is supportive but its role in monitoring and evaluating performance and contributing to school improvement is not yet rigorous enough. Improvement since the last inspection is good and the school is constantly seeking to improve itself further. 5 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006 .

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Burton Salmon Community Primary School, 13 March 2006 to 14 March 2006

p.8

Overall

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

p.9

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 2 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

p.9

Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

Achievement and standards

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

p.9

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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 2 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 2 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

Thank you for welcoming me to your school. I enjoyed my visit very much and the opportunity to talk with you. I want to share with you what I thought about your school. What I liked most about your school - The lively exiting teaching which captures your interest so well and makes you want to learn. - The good improvements in the standards of your writing. - Resources made by yourselves and staff to help you learn are excellent; they are really imaginative. - Your good behaviour and attitudes to learning. - How you enjoy physical education outdoors even when the weather is not so good. - The way the staff care for you and look after you so well. - The way the school makes use of the many skilled people from outside your school to help you with your learning. What I have asked your school to do now - Give older pupils more opportunities to write down the methods of their calculations and record the methods and conclusions of scientific experiments in a more organised way.

p.11

Text from letter to pupils explaining the findings of the inspection

- Ensure that the governors check the work of the school closely. - Help you understand clearly the importance of your school council in helping the school to improve. With very best wishes to you all for the future.

p.11