Stamfordham Primary School

Inspection Report Stamfordham First School

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122202 Unique Reference Number Northumberland LEA 281189 Inspection number 9 February 2006 to 10 February 2006 Inspection dates Mr David Ford Reporting inspector

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

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Stamfordham School address First Type of school Newcastle upon Tyne Community School category Tyne and Wear, NE18 0NA 3 to 9 Age range of pupils 01661 886358 Telephone number Mixed Gender of pupils 01661 886358 Fax number 63 Number on roll Mr Michael Brown Chair of governors The governing body Appropriate authority Mrs Alison Higgs Headteacher 1 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281189 9 February 2006 - 3 to 9 10 February 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 an additional inspector.

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Description of the school

Stamfordham First School serves the local village and its surroundings. Most pupils enter the school after attending the ‘Stampers’ pre-school group and, at this stage, overall levels of attainment are average. Approximately 15% of pupils have been identified as having learning difficulties and/or disabilities and the proportion of pupils who take free school meals is low. Six per cent of pupils are from minority ethnic backgrounds but no pupil has English as an additional language.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Stamfordham First School, 9 February 2006 to 10 February 2006

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Grade: 2

This is an effective and well run school where pupils achieve well. This judgement is in line with the school’s own view and illustrates the accuracy of its self-evaluation. This is particularly impressive given that there has been considerable disruption to the leadership over the past two years. Pupils get off to a good start in the reception class, achieving good standards, and this good progress continues across the school. This is because teaching is good in all classes. Lessons are well planned and work is matched to the needs of pupils. Assessment of progress is accurate, although marking does not always give sufficient information on how pupils can improve. Pupils enjoy school and are safe and secure. They feel that their views are considered although, currently, there is no formal approach to pupil consultation and so their input into school issues is somewhat ad hoc. Behaviour is very good and relationships

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Grade: 2

at all levels are extremely positive. There are excellent systems to ensure pupils’ safety and welfare and a particularly well thought out approach to managing any individual incidents of misbehaviour. The school is well led and managed. The acting headteacher has worked effectively with her staff team to ensure that systems are in place to promote school improvement and the governors have done an outstanding job in supporting the school through the recent unsettled period. The school knows itself very well, has dealt with all the issues raised in the last inspection and has a comprehensive improvement plan for the future. This plan demonstrates the capacity to improve, although it contains a considerable number of initiatives that may prove difficult to implement fully in the planned timescale. The school provides good value for money.

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What the school should do to improve further

• As part of the current assessment developments ensure that marking in all classes provides pupils with guidance on improvement. • Review the school improvement plan to ensure a manageable programme of key developments. • Work with pupils to establish an agreed forum for their views to be considered.

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Grade: 2

Achievement and standards are good across the school. Pupils enter with average standards of attainment, although they are below average for a significant minority of pupils in mathematical understanding and personal development. Progress in the reception class is good, with pupils attaining good standards by the end of the year. In Years 1 and 2 this good progress continues and attainment in the national assessments at the end of Year 2 is consistently above the national average. The standard of handwriting was an issue at the last inspection; it is now good. 2 Inspection Report: Stamfordham First School, 9 February 2006 to 10 February 2006 Good progress and above average levels of attainment are sustained in Years 3 and 4. Standards in reading and writing at the end of Year 4 are well above average and, although progress in some aspects of mathematics is slightly less rapid, attainment is still above average by the time that pupils leave the school. The good standard of

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Grade: 2

handwriting is maintained, although sometimes the overall presentation of work is untidy. Pupils from minority ethnic backgrounds make equally good progress and there are no differences between the achievements of boys and girls. Pupils with learning difficulties are well supported and make good progress. Achievement is also good in other subjects of the curriculum, with some pupils achieving particularly well in music.

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Grade: 2

Pupils’ personal development and well-being are good. They really enjoy coming to school and attendance is well above the national average. Pupils are extremely well mannered; they care for each other and relate very well to adults. They work and play well together and behave extremely well. They are given responsibilities and take them very seriously. The buddy system, in which older children provide a point of help for others, works very well. Pupils enjoy their lessons and are clear that their work helps them to learn. Although there is no formal pupils’ council, they are very confident that their views are listened to and that their opinions matter. For example, pupils said that they could talk to the acting headteacher and that she would always do what she said she would do. They feel completely safe in school and are secure in their knowledge of procedures to follow if they have a problem. Pupils have a good understanding of health issues. They run a healthy tuck shop and

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Grade: 2

have considerable opportunities for exercise through curricular and extra curricular sport, as well as at playtimes when they are encouraged to make full use of the outstanding outdoor environment. Plans to grow fruit and vegetables in a school garden will further reinforce these health messages. Pupils have significant involvement in the local community through charitable work and initiatives, such as offering to take responsibility for litter collection in the village. They have a good understanding of a range of cultures and overall their spiritual, moral, social and cultural development is outstanding.

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Grade: 2

Teaching is good across the school. Lessons are well planned and they are characterised by clear learning objectives and well understood routines. Teaching and support staff work well together, with a good balance between oversight of individual children with 3 Inspection Report: Stamfordham First School, 9 February 2006 to 10 February 2006 particular difficulties and more general support. Pupils’ work is carefully marked with supportive comments, although there is less evidence, particularly with older children, of clear advice on the next steps that would help them improve. Teaching in the reception class is very well matched to the needs of young learners and they make good progress academically and socially because of this. In the other two classes teaching is also carefully managed to meet the range of prior learning and this ensures that all children progress well. Teachers make good use of the interactive

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Grade: 2

whiteboards to stimulate pupils’ thinking, and questioning effectively probes understanding. Lessons across the school are purposeful and children respond by working conscientiously. Occasionally, however, in Years 3 and 4, the pace of learning slows for some pupils with the result that they lose concentration.

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Grade: 2

The curriculum is good. It is carefully planned to ensure that all subjects are covered and to take into account the mixed age classes. Particular attention has been given to reading over the last year and this is reflected in the high levels achieved. Writing is well developed and there are particularly good opportunities provided for the oldest pupils to write for a range of purposes. The school is currently working hard to improve specific aspects of mathematics to ensure that pupils develop good factual recall and problem solving skills. There is a good range of curricular enrichment with pupils being given the opportunity to learn French and to play a musical instrument. In addition, a good range of sporting activities, visitors and school trips, including a residential experience for Year 4 pupils, enhances the learning experiences of all pupils.

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Grade: 1

Pupils are extremely well cared for in this school. There is a comprehensive and very well planned whole school approach to care and guidance that is kept under constant review. There are established procedures for child protection and the school makes good use of a wide range of professionals to support pupils with difficulties. All staff know pupils as individuals and work hard and successfully to improve their independence and self esteem. This detailed personal knowledge is increasingly used as part of the developing system of pupil tracking. This has already resulted in a good process of target setting, shared with parents, and will be further enhanced by the current initiatives to refine assessment procedures and improve marking. The school has responded in an exemplary fashion to concerns about some individual behaviour issues. Thorough multi-agency consultations resulted in a very effective and imaginative

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Grade: 1

action plan with an excellent process for recording and analysing incidents to ensure an appropriate response. Parents are extremely supportive of the school and particularly appreciate the efforts to ensure good behaviour and a secure learning environment. 4 Inspection Report: Stamfordham First School, 9 February 2006 to 10 February 2006

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Grade: 2

The school is well led and managed. There has been a considerable period of disruption to the leadership with two periods of acting headship. The governors are seeking to make a permanent appointment in the near future. The current acting headteacher is providing effective and energetic leadership. She has worked closely with staff and governors to undertake a thorough and accurate evaluation of the school’s strengths that has enabled them correctly to identify areas for development. The resulting school improvement plan clearly outlines strategies for improvement, although it will be difficult to address the number of developments identified in the planned timescale. The governing body has an excellent understanding of the needs of the school. The leadership they have provided through the period of disruption has been outstanding. They have detailed knowledge of the school’s strengths and weaknesses and have

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Grade: 2

provided a vital link between acting headteachers, parents and the local authority to establish a coordinated approach to ensuring effective education throughout a very difficult period. The current leadership of the school has put appropriate management systems in place at all levels enabling the school to move forward, dealing successfully with the issues in the previous inspection and demonstrating clear capacity to continue to improve. The school’s finances are extremely well managed and it provides good value for money. 5 Inspection Report: Stamfordham First School, 9 February 2006 to 10 February 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: Stamfordham First School, 9 February 2006 to 10 February 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 2 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 1 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 1 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 1 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 1 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 Alison Higgs Stamfordham First School Stamfordham Newcastle upon Tyne Tyne and Wear NE18 0NA 9 February 2006 Dear Children Thank you very much for making me so welcome when I came to your school recently. I’m very grateful for all the help that you gave me in finding out about the school. I know from what you told me that you like your school. I’m not at all surprised because Stamfordham First School is a good school where everyone works hard to do the best for you. Teaching is good in all of your classes and you make good progress in your learning. I was particularly impressed with how well you can read and the thought that you put into answering questions. One of the best things about your school is the way that you all get on so well together. The buddies are a really good idea because they make sure that any difficulties are sorted out

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Text from letter to pupils explaining the findings of the inspection

quickly. I must say that I think you are so lucky to have such superb outdoor areas to play in – I particularly like your fantastic willow structures. I talked a lot to Mrs Higgs, your teachers and governors and I know that they are going to keep on working to make your school even better. We agreed that when teachers mark your work they will try and give you more advice on how to improve. Also, everyone thinks that it would be a good idea to find a way of letting you have a bigger say in how the school can improve. Don’t forget you go to a really good school where ‘Every Child Counts’. You all do well there and you should be very proud to belong to Stamfordham First School. Thank you again for all your help and the best of luck for the future. Yours faithfully David Ford Lead inspector

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