Stakeford Primary School

Inspection Report Stakeford First School

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122178 Unique Reference Number Northumberland LEA 281177 Inspection number 27 April 2006 to 28 April 2006 Inspection dates Mrs Heather Evans Reporting inspector

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

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East Ford Road School address First Type of school Stakeford Community School category Choppington, Northumberland 3 to 9 Age range of pupils

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01670 812369 Telephone number Mixed Gender of pupils 01670 816388 Fax number 144 Number on roll Mrs Jacqueline Rowell Chair of governors The governing body Appropriate authority Mrs Julie Hall Headteacher 1 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 281177 27 April 2006 - 3 to 9 28 April 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This is an average sized first school. There have been three headteachers in the past four years. The most recent was appointed in September 2005. There are 109 pupils on roll and another 35 attend part-time in the Nursery. The number entitled to free school meals is about average, as is the number with learning difficulties and/or disabilities. Almost all of the pupils are of white British heritage and none speaks a language other than English as their first language. On entry to the Nursery, attainment is below that usually found for children of the same age.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Stakeford First School, 27 April 2006 to 28 April 2006

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Grade: 3

Inspection evidence supports the view of the staff and governors that this school is satisfactory overall. Recent initiatives are moving several aspects towards being good. The provision in the Foundation Stage is good. Children make good progress and attain the expected learning goals for children of this age. By the end of Year 2 and Year 4, standards are broadly average and pupils make satisfactory progress. Some Year 4 pupils are on course to exceed this level. Academically, pupils from all backgrounds and abilities achieve satisfactorily. Throughout the school, pupils’ personal development is good. The school provides a satisfactory curriculum that meets national requirements. The process of checking how well the school is doing and improving provision is well in hand. Strategies to improve skills in speaking, listening, writing and reading are showing positive results for all pupils. Work with the local community and with outside

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Grade: 3

agencies is good. The pastoral care provided for all pupils, including those with gifts or talents, and those with learning difficulties and/or disabilities, is good. Teaching is satisfactory. The pace of some lessons is too slow and results in high attaining pupils, in particular, not learning as quickly as they might. The tracking of individual progress, target setting and marking as part of the assessment strategy are satisfactory overall, but senior staff now have to ensure that procedures are used consistently by teachers. Parents, pupils and the local community hold the school in high regard. The issues identified by the previous inspection have been addressed. Finances are managed carefully and the school provides satisfactory value for money. Leadership and management are satisfactory. Members of the leadership and management team work well together and the school is well placed to move forward.

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What the school should do to improve further

• Ensure that the effective procedures for tracking, marking, assessment and target setting are used consistently throughout the school. • Quicken the pace of lessons to provide increased levels of challenge for pupils, especially those with the potential for high attainment.

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Grade: 3

Achievement is satisfactory and standards are average. Children enter the Nursery with skills below those expected for their age. In the Foundation Stage, children make good progress and reach standards typical for their age by the time they enter Year 1. Personal, social and emotional development is strong. By Years 2 and 4, standards are average and progress is satisfactory. The results of national tests for Year 2 pupils show that standards are stronger in mathematics than in reading. To remedy this, teachers have introduced a number of good initiatives aimed at raising standards in speaking, listening and reading. Across the school, standards in information and communication technology (ICT) are in line with national expectations. 2 Inspection Report: Stakeford First School, 27 April 2006 to 28 April 2006 Standards improved year-on-year from 2001 until they were well above average in 2004. However, in 2005 standards fell to average. This fall in standards corresponded

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Grade: 3

to a time of change, and the school reports that staff morale was adversely affected. This in turn affected the quality of teaching and learning. The situation is now much more stable, morale is higher and standards are beginning to rise again. However, the pace of some lessons is too slow to promote good progress among high attaining pupils. Pupils who have learning difficulties and/or disabilities make satisfactory progress. This is because they receive good support from a caring, conscientious team of assistants.

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Grade: 2

Pupils’ personal development; including their spiritual, moral, social and cultural development is good. Pupils behave well, show courtesy and respect for others and are excited by the many enrichment activities provided for them. Pupils settle well to lessons and usually concentrate hard. Attendance is average. All pupils know that a healthy lifestyle such as regular exercise and a good, balanced diet is important. Pupils play safely and a have a clear idea of what is right and wrong. All pupils are keen to work and play with others and welcome newcomers warmly. As one parent put it, ‘This is a friendly school; really it is like a big family. I like the way the older ones help the younger ones.’ Through the effective ‘Healthy School Council’ and its procedures, all pupils know about citizenship. They make good contributions to school and community. Satisfactory standards in basic skills mean that pupils are soundly placed for their future schooling

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Grade: 2

and the world of work. In personal, social and health education lessons and assembly, pupils reflect thoughtfully on a wide range of issues. They know a lot about their local culture and have a keen understanding of other cultures and traditions.

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Grade: 3

Teaching and learning are satisfactory overall with examples of good practice. In the Foundation Stage, teaching and learning are predominantly good. The teaching and learning of pupils with learning difficulties and/or disabilities are satisfactory. Throughout the school, teachers have a good knowledge and understanding of all subjects and lesson planning is good. They use well-informed teaching assistants to support and extend learning for all pupils satisfactorily. ICT is used to make lessons interesting. In some lessons, however, pupils’ learning slows when teachers repeat past work because they do not use the school’s assessment information effectively. This slower pace means that some pupils do not learn enough in some lessons, especially the most capable pupils. Teachers make good use of practical investigations in 3 Inspection Report: Stakeford First School, 27 April 2006 to 28 April 2006 mathematics and science to help pupils learn. In English, work planned to develop

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Grade: 3

pupils’ skills in phonics is beginning to help improve standards in reading and writing. Work in school is extended satisfactorily through a regular programme of homework.

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Grade: 3

The curriculum meets the needs of learners satisfactorily and has some good features. The Foundation Stage curriculum is good and is firmly based on learning through activity. Overall, the school places an emphasis on making learning an enjoyable experience and ensuring that pupils acquire basic skills in English, mathematics and science satisfactorily. The weakness in curriculum planning for English has been addressed and the changes are beginning to raise standards. Pupils are being given clear information about how to keep safe, to be healthy and to accept responsibility through, for example, being a member of the ‘Healthy School Council’. The curriculum is enriched through a good range of after-school activities, particularly sport. Pupils also enjoy a wide variety of educational trips, especially the residential visit to the Lake District. These activities are successful in fostering an interest in

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Grade: 3

learning and contribute immensely to pupils’ enjoyment and achievement.

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Grade: 2

The school graded this as satisfactory; evidence shows that work this year has lifted this aspect to good. Pastoral care is good. All adults are committed to promoting safe practices and several healthy eating awards have been achieved. The school works well with parents and other agencies. Child protection procedures are in place and risk assessments are carried out rigorously. Strategies for measuring pupils’ progress and identifying what they need to do to improve their work, introduced during the present academic year, are having a positive impact on progress. Pupils are rising to each new challenge with delight and enjoyment. Older pupils understand what they have to do to attain higher standards in mathematics and English. However, the new assessment systems are not implemented consistently by all teachers. Anti-bullying procedures are effective. Pupils report that whilst there was a problem with bullying in the past, any instances that now arise are dealt with very effectively

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Grade: 2

so that problems are resolved. The care and support given to pupils with learning, behavioural or emotional difficulties are good. This enables them to feel safe, secure and learn satisfactorily.

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Grade: 3

Leadership and management are satisfactory. The school reports that changes in the past few years caused disruption to the work of the school. The leaders and managers of the school have undertaken a thorough evaluation of the standards and provision, 4 Inspection Report: Stakeford First School, 27 April 2006 to 28 April 2006 and have correctly judged most elements as being satisfactory overall. Some good features are now emerging. The headteacher has a clear view of where there are strengths and what needs to be improved, and her vision is shared by everyone working in the school. The entire teaching team is committed to bring about the necessary improvements with a practical sense of urgency. A well structured programme of monitoring and support has improved the quality of teaching. This is helping to improve pupils’ learning and is beginning to raise standards. Across the school, morale and aspirations have been raised. The school has suitable systems for tracking pupils’

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Grade: 3

progress and for setting targets for their achievement. Senior managers have not yet ensured that these are used with the consistency necessary to make them an effective tool to help raise standards. There is good delegation of management responsibilities. The staff work together enthusiastically and have forged an effective partnership with the headteacher. Subject coordinators have made positive strides and now lead their subjects well. They know where practices need to be improved and have the will and capacity to bring about the required changes. Parents value what the staff are doing for their children and are supportive of the school. Governance is satisfactory. The governing body is fully involved in the well-organised plans for improvement. Governors are very alert to the need for holding the school to account. They fully support what the new management team is seeking to achieve. 5 Inspection Report: Stakeford First School, 27 April 2006 to 28 April 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: Stakeford First School, 27 April 2006 to 28 April 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 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

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Achievement and standards

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

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 3 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 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 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 The Children and Pupils Stakeford First School East Ford Road Stakeford Choppington Northumberland NE62 5TZ 27 April 2006 Dear Children and Pupils Thank you for welcoming us to your school to see how you work and play with your friends and listen to your teachers. We enjoyed our visit very much. We found out a lot of things and these are some of the best things we saw. Your school is a happy, friendly place, but you know that already because you told us how much you enjoy school. It was good to see you all coming in smiling and ready to work and learn together. It is good to see that you get on well with one another in lessons and when playing outside. You have a good understanding about healthy living, caring for the environment and helping one another. You have begun to do better work in lessons. Most of you come to school every day except

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Text from letter to pupils explaining the findings of the inspection

when you are ill. You have learned that by behaving well, everything you do is better, and that lessons are good fun so that everyone can learn. Your teachers are planning together to find ways to make your school even better. They have already made some changes to achieve this. To make your work and play better, your teachers have made a list and they are working hard to put things right. They are going to need your help to do this. You have already begun to write down your personal targets in English and mathematics, and your teachers are going to be very careful in recording all of your achievements, and letting each one of you know what you are good at and where you need to work harder, so that you can improve still further. They want to fit more work into every lesson. This means that you will need to listen carefully and be ready with interesting answers. Lessons are going to be busier and more exciting for every one of you.

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Text from letter to pupils explaining the findings of the inspection

Thank you again for letting us listen to your ideas and share in your work and play. Best wishes

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