Choppington Primary School

Inspection Report Choppington First School

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122180 Unique Reference Number Northumberland LEA 281178 Inspection number 26 January 2006 to 27 January 2006 Inspection dates Mr Andrew Scott Reporting inspector

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

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Eastgate School address First Type of school Choppington Community School category Northumberland, NE62 5RR 3 to 9 Age range of pupils 01670 823 197 Telephone number Mixed Gender of pupils 01670 826 083 Fax number 70 Number on roll Rev Jeremy Thompson Chair of governors The governing body Appropriate authority Mrs Jane Ramsey Headteacher 1 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 281178 26 January 2006 - 3 to 9 27 January 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

The school lies in a small ex-mining community in Northumberland. It is an area with some significant social and economic deprivation and the movement of population is slightly higher than average. Nearly all pupils are from white British families and there are currently two traveller pupils. There is a higher than average percentage of pupils with learning difficulties and disabilities.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Choppington First School, 26 January 2006 to 27 January 2006

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Grade: 2

This is a good school with many strengths. Inspection findings match the school’s view of itself, particularly because pupils clearly achieve well. In the Foundation Stage (nursery and reception classes), provision is good and children make good progress, although they do not reach most of the goals expected of them. By Year 4, pupils reach average standards in all of the main subjects. Pupils’ obvious appreciation of their school is seen in their good behaviour and healthy attitudes to work. Teaching and learning are good in all classes, because teachers are enthusiastic and have high expectations. However, pupils do not always have enough scope to work independently. Pupils’ learning is reinforced by a good curriculum. Although this has some exciting aspects, teachers could do more to make lessons more stimulating and better linked with other subjects. Pastoral care is outstanding. Individual concerns are skilfully

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Grade: 2

managed so that pupils’ behaviour and attitudes improve dramatically during their time at school. Support and guidance are good, and pupils are well aware how they can improve in their work. The strong, thoughtful leadership of the headteacher means that the school has a good understanding of its strengths and the right priorities for improvement. However, these are not always linked clearly to pupils’ achievement. The school has made good progress since the last inspection and is well set to improve further. As a result, it provides good value for money.

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What the school should do to improve further

• Ensure that all pupils’ learning is enriched by a more diverse and stimulating curriculum. • Provide more scope for pupils to develop skills in independent learning. • Ensure that all aspects of the school’s development are more clearly linked to pupils’ achievement.

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Grade: 2

Pupils make good progress by the time they leave the school. The school sets challenging and appropriate targets that motivate pupils to improve. Children enter nursery below average in ability and are especially weak in their physical and creative skills, as well as their awareness of the outside world. They achieve well by the end of the reception year, notably in language, yet still fall short of most of the goals expected of them. By Year 2, pupils also achieve well. Standards in reading, writing and mathematics have shown a steady improvement since 2003 and they are now broadly average for their age. By Year 4, pupils continue to achieve well. Although standards in English, mathematics and science are also average, this year’s pupils have made good progress since they were in Year 2, when their standards were below average. Standards in 2 Inspection Report: Choppington First School, 26 January 2006 to 27 January 2006

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Grade: 2

information and communication technology are average throughout the school and this is a distinct improvement since the previous inspection. Pupils with learning difficulties and/or disabilities achieve well, because of precise individual targets and effective support in the classroom. Traveller pupils do not achieve as well as other pupils, because their poor attendance does not ensure enough continuity in their learning.

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Grade: 2

Pupils think their school is great. This is clear from their positive attitudes in lessons, obvious respect for their teachers and because they cannot think of any way of improving it. Around the school, pupils are chatty and polite, and get on very well with one another. Pupils rightly say that behaviour is very good and that there is virtually no bullying. Nevertheless, attendance is low and has been for some time, despite the school’s best efforts. Pupils are responsible individuals. They encourage one another to work hard in lessons and older pupils look after younger children well as in paired reading sessions, for example. The school is well-respected within the community and pupils benefit from activities like performances for senior citizens. Pupils develop well culturally, especially through art, and are beginning to appreciate the diversity of multi-cultural Britain through visits and study. Overall, pupils’ spiritual, moral, social and cultural development

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Grade: 2

is good. Pupils are well aware of the benefits of a healthy diet and adequate exercise. They are sensitive to their own personal safety and that of others in their play and movement around the school. Their good social skills and competency in literacy and numeracy mean that they are well prepared for their next school.

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Grade: 2

Teaching and learning are good throughout the school. Teachers are adept at creating a happy and positive atmosphere in lessons, through their own energy and confidence in their subjects. They are good at explaining new concepts, like different methods of subtraction, and encourage pupils to play a full part in lessons by clearly valuing their contributions. Teachers are good role models and have high expectations of pupils. This is well illustrated by the consistently neat and careful work in pupils’ books. Pupils are right to feel that teachers and teaching assistants provide good advice. Informal comments in lessons, coupled with good marking in books and clear targets for improvement, mean that pupils have a good idea of how well they are doing and what they need to do to improve. 3 Inspection Report: Choppington First School, 26 January 2006 to 27 January 2006 Through regular and thorough assessment, teachers set work that is mostly well

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Grade: 2

matched to pupils’ abilities. At times, though, teachers provide very similar work for pupils of different abilities. In addition, teachers sometimes do too much for their pupils. In subjects like history and science, pupils do have some good opportunities to learn for themselves, researching facts on the Internet or carrying out investigations. However, teachers tend to provide information for pupils rather than encouraging independent activity.

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Grade: 2

Pupils receive a good curriculum that enables them to achieve well. Teachers ensure that lessons highlight key aspects of literacy and numeracy, so that basic skills are learned progressively. Increasingly, teachers are linking subjects to put learning in context, particularly in the Year 3/4 class. In one lesson, for instance, a group of pupils practised letter writing by e-mailing a letter to someone in India. Pupils broaden their experiences through visits and a weekly enrichment session, that includes clog-dancing, for instance. There is good provision for pupils with learning difficulties. Teachers produce sharply focused plans for learning that specify concerns and how they should be addressed. Support in lessons is good. Teaching assistants are adept at putting pupils at their ease and at encouraging thoughtful responses. The buildings are spacious and well used. Bright informative displays, such as the art

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Grade: 2

gallery in the Foundation Stage, motivate pupils. The school recognises the need to improve the outdoor play area for children in the Foundation Stage.

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Grade: 2

The inspector judges overall care, support and guidance to be good, and not outstanding as the school believes. However, the pastoral care for pupils is outstanding. There are thorough systems to safeguard pupils, such as the scrupulous vetting of all adults connected with the school. Families with specific problems have been helped considerably to ensure that their children can get the most out of school. The headteacher and staff work extremely hard to ensure that pupils’ behaviour is as good as it is. As a result, pupils and parents are very appreciative. Pupils are well supported in all that they do. Teachers are interested in what pupils have to say and use praise adeptly to encourage participation. There are good systems for checking the progress of pupils, which help teachers to plan lessons. Pupils’ individual targets are clear, challenging but realistic. However, teachers do not routinely set new targets as soon as original ones are achieved.

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Grade: 2

4 Inspection Report: Choppington First School, 26 January 2006 to 27 January 2006

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Grade: 2

The decisive and sensitive leadership of the headteacher ensures that the school is prospering and in a good position to improve further. She has raised the aspirations of staff and pupils, and increased the level of care. She has succeeded in strengthening teaching and learning through professional training and support, which now includes all staff. Senior teachers rightly feel more capable of playing a significant part in the school’s development. The school knows itself well. There are regular analyses of its progress that accurately pinpoint strengths and weaknesses. Teaching is monitored, for example, as well as pupils’ work and test results. Action plans for improvement are sensible but they are rarely linked directly to pupils’ achievement. This is also true of evaluations of teaching. Governance is satisfactory. The chair of governors works well with the headteacher and provides valuable support to the school. Governors have a good overview of the

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Grade: 2

school and have useful links with subjects. However, they recognise that they need to be more involved in the school’s development and analysis of its progress. The school is very receptive to the views of parents. Following a recent survey, the headteacher responded to each of the points raised, however minor. It is no surprise, therefore, that parents were unanimous in their praise for the school in their questionnaires. The school has made good progress since the last inspection, and has addressed the key issues well. The school is in good financial shape, it is well resourced and morale is high among staff. All this augurs well for the future. 5 Inspection Report: Choppington First School, 26 January 2006 to 27 January 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: Choppington First School, 26 January 2006 to 27 January 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 2 How well do learners achieve? NA 3 The standards 1 reached by learners

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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

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 4 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 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

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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 Jane Ramsey Choppington First School Eastgate Choppington Northumberland NE62 5RR 30 January 2006 Dear Children I thoroughly enjoyed my visit to your school, and meeting you and your teachers. Thank you very much for all your comments and help around the school. Like you, I believe that yours is a good school because: you obviously enjoy your work and respect your teachers you work hard and do well in your lessons; the neatness of your books was a delight to see you become kind and well-behaved individuals your teachers make learning enjoyable and expect you to work hard the adults in the school take excellent care of you and make sure you are healthy and safe your headteacher has improved your school a great deal and made it a happy and successful place. However, your school could be better if: lessons are more interesting, to help you gain a wider experience of the world

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Text from letter to pupils explaining the findings of the inspection

teachers give you more chance to learn by finding things out for yourselves everything the school does is clearly planned to help your progress. I wish you every success for the future. Yours sincerely Andrew Scott Additional Inspector

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