Morpeth Stobhillgate First School

Inspection Report Stobhillgate First School

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122246 Unique Reference Number Northumberland LEA 281203 Inspection number 4 April 2006 to 5 April 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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Stobhillgate School address First Type of school Morpeth Community School category Northumberland, NE61 2HA 3 to 9 Age range of pupils 01670 513382 Telephone number Mixed Gender of pupils 01670 517 591 Fax number 204 Number on roll Cllr Adrian Slassor Chair of governors The governing body Appropriate authority Mr Neil Richmond Headteacher 1 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281203 4 April 2006 - 3 to 9 5 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 average-sized first school serves a residential area on the southern fringe of Morpeth. Pupils come from average social and economic backgrounds. They are predominantly from white British families; there are a few pupils whose first language is not English. The movement within the pupil population is quite low and there are fewer than average pupils with learning difficulties and/or disabilities. The school has won several awards including the Basic Skills Quality Mark and the Artsmark Gold Award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Stobhillgate First School, 4 April 2006 to 5 April 2006

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Grade: 2

This is a good school with some outstanding features. This reflects the school’s own view. Parents are understandably delighted with the special atmosphere that pervades the school stemming from the excellent attitudes of all staff, especially the headteacher, and the high level of personal care and support for their children. It is also self-evident, therefore, why pupils enjoy their work so much, behave impeccably and mature very well as individuals. Pupils achieve well and most leave school with standards that are above average in reading, writing and mathematics. In the Foundation Stage Nursery and reception classes, the effective provision enables children to make good progress and achieve their learning goals, often exceeding them. Teaching is good throughout the school because teachers enthuse pupils and present new learning skilfully. However, they could do more to make sure that all pupils are consistently challenged to do their best.

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Grade: 2

The curriculum is well focused on the main subjects and outstandingly enriched by a fascinating range of activities. The school is well led and managed. The headteacher’s infectious enthusiasm and his enlightened management of colleagues cause all staff to share his values and work effectively as a team. The school knows itself well and has the right priorities but does not ensure that its plans for improvement are astutely based on thorough analyses of issues. Nevertheless, the school has made good progress since the last inspection and is in very good shape to develop further. It provides good value for money.

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What the school should do to improve further

• Raise expectations of all pupils and match work more closely to their individual needs. • Be more analytical in planning its development and more rigorous in monitoring its progress.

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Grade: 2

All pupils, including those with learning difficulties or who have English as an additional language, achieve well as they move through the school. Children begin the nursery class with broadly average skills and knowledge, although this varies from year to year and is often below average in language and mathematical ability. The children achieve well and by the end of the reception year, most will have reached their expected goals and some exceeded them. By Year 2, pupils usually achieve above average standards in reading, writing and mathematics. Last year, however, standards fell and were average, mainly because there were more pupils than usual with different specific needs. This year, observation during the inspection suggests standards are likely to be higher reflecting the pupils’ good progress. 2 Inspection Report: Stobhillgate First School, 4 April 2006 to 5 April 2006 By Year 4, standards are above average in English and mathematics. Pupils are likely

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Grade: 2

to achieve the targets set by the school at Years 2 and 4, although these could be more challenging. Standards of pupils’ work in science and art and design are also above average.

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Grade: 1

Pupils love the school and fully appreciate what staff provide for them. They are enthusiastic about their work and participate wholeheartedly in lessons. They work exceptionally well together and value one another’s opinions, as well as working equally reliably on their own. Behaviour is excellent in and out of lessons. Pupils say that behaviour is not perfect but they are wise enough to know that this is not realistic. Pupils are very responsible individuals. Older pupils, for instance, take great care of younger children at break-times. Pupils are increasingly living a very healthy lifestyle through regular exercise and a sensible diet. Excellent links with the community include a weekly lunch date with some elderly local residents who think the pupils are ‘great’. Pupils’ spiritual and cultural development is extremely good because of the wealth of exciting opportunities available to them. Attendance rates are above average and the

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Grade: 1

school is working effectively with families to improve them further.

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Grade: 2

Teaching and learning are good throughout the school. Relationships between teachers and pupils are outstanding and so classrooms are happy and productive environments. Teachers are skilful at motivating pupils by, for example, varying the complexity of questions, ensuring a brisk pace and praising all contributions adeptly. As a result, pupils are very eager to learn, sustain very good concentration and are able to work responsibly on their own, even in the nursery class. Teachers present new learning clearly, reinforced by effective resources such as the toy animals that aided counting in a reception lesson. They liaise closely with teaching assistants so that pupils with learning difficulties, in particular, benefit from close support in group work. However, there is not always enough direct support for individuals during whole class activities. Teachers assess pupils’ progress well and generally vary work according to their

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Grade: 2

capabilities. For example, pupils with learning difficulties benefit from more structured work. However, teachers do not consistently expect enough from the pupils or set work that is sufficiently challenging for them. 3 Inspection Report: Stobhillgate First School, 4 April 2006 to 5 April 2006

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Grade: 2

Inspectors judge the curriculum to be good and not outstanding as the school believes. There are many strengths in the curriculum including a strong focus on literacy and numeracy and their development through other subjects. Other subjects are not neglected and pupils have ample time for information and communication technology and physical education, for example. There is good provision for pupils with learning difficulties and/or disabilities and those for whom English is an additional language. The main strength of the curriculum is the outstanding range and variety of extra activities, workshops and themed days that enrich pupils’ learning. During the inspection, for example, pupils in Years 1 and 2 successfully staged a clothes show that neatly brought together design, music, history and English. Other activities have included African singing, Blue Planet Day and clog-dancing. In addition, the school

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Grade: 2

places a high priority on developing pupils’ thinking and questioning skills.

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Grade: 1

This is an extremely caring school which ensures that each pupil’s welfare is very well safeguarded. There are very good systems that underpin the school’s approach to issues such as first aid, child protection and risk assessment. However, it is the informal level of care that is especially impressive. The school embodies the essence of the new national agenda that ‘every child matters’. Pupils know that all adults have their best interests at heart and so feel highly valued and very secure. Teachers give good guidance to support pupils in their work. A well-organised system enables teachers to keep a regular check on pupils’ progress and to set targets for improvement. Some teachers are very skilled at highlighting, in their marking of work, how pupils can improve but this excellent practice is not consistent throughout the school.

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Grade: 2

The school is well led and managed. The enthusiastic and sensitive leadership by the headteacher ensures that the school has a delightful atmosphere, greatly appreciated by pupils and parents alike. He has introduced a sense of fun, many exciting activities and a very sensible philosophy of education that is endorsed and shared by all staff. Senior staff work closely and effectively together to help the school progress and ensure that subjects and aspects, such as science and the Foundation Stage, develop well. The school is well aware of its strengths and weaknesses. The headteacher, senior staff and governors regularly check and evaluate key aspects of the school, such as pupils’ progress. However, the school is not incisive enough in analysing any areas of concern so that actions to bring about improvement can be initiated. 4 Inspection Report: Stobhillgate First School, 4 April 2006 to 5 April 2006

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Grade: 2

Parents value the communication with school and know that their views matter. They know their children thrive at school and, as a result, the school is very popular. Governance is good. Governors are well involved in the school’s development but could strengthen their knowledge of its work through focused visits. Partnerships with other agencies are excellent at supporting pupils with specific needs and broadening the horizons of all pupils. The school has made good progress since the last inspection. All the key issues have been well addressed, standards have been maintained and there have been clear improvements, inspired by the headteacher, in the curriculum, care of pupils and their personal development. The school absorbs new initiatives thoughtfully and its priorities are good. As a result, the school is well placed to improve even further. 5 Inspection Report: Stobhillgate First School, 4 April 2006 to 5 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: Stobhillgate First School, 4 April 2006 to 5 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 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

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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 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 1 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 2 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 Mr Neil Richmond Stobhillgate First School Stobhillgate Morpeth Northumberland NE61 2HA 4 April 2006 Dear children Mr Goodchild and I thoroughly enjoyed our 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, we believe that your school gives you a good education, because: the school has an excellent atmosphere in which everyone cares for one another so that you are happy, healthy and safe you behave extremely well and have excellent attitudes to your work you are very responsible and kind individuals teachers make lessons fun and encourage you to work hard you benefit from some very exciting activities throughout the year your headteacher, helped by all staff, has made this school a special place and has the right ideas to make it even better.

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Text from letter to pupils explaining the findings of the inspection

However, your school could be even better if: teachers give you work that is always challenging: not too easy yet not too hard the plans to improve the school are clearer and more detailed. I wish you every success for the future. Yours sincerely Andrew Scott Additional Inspector

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