Henshaw Church of England Voluntary Aided Primary School

Inspection Report Henshaw CofE Primary School

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122276 Unique Reference Number Northumberland LEA 281214 Inspection number 5 December 2005 to 6 December 2005 Inspection dates Mrs Janice Stephenson Reporting inspector

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

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Henshaw School address First Type of school Bardon Mill Voluntary aided School category Hexham, Northumberland 4 to 9 Age range of pupils 01434 344324 Telephone number Mixed Gender of pupils 01434 344729 Fax number 70 Number on roll Mr Mark Knowles Chair of governors The governing body Appropriate authority Mrs Denise Henry Headteacher 1 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281214 5 December 2005 - 4 to 9 6 December 2005 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

The school serves a rural community with above average socio-economic conditions. Pupils begin school with average attainment and there are ten with learning difficulties. One pupil has a statement of special educational needs. Virtually all pupils are from white British families and their first language is English. The school has gained a Healthy Schools award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005

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Grade: 3

This is a satisfactory school with some strengths. This judgement matches the school’s own evaluation of its effectiveness. The headteacher’s leadership is good and has enabled the school to make good progress since the last inspection. The leadership provided by other staff and governors is satisfactory but in the Foundation Stage it is inadequate. Although Reception aged children make adequate progress, the curriculum is not always appropriate to match their developmental needs or abilities. In Years 1 to 4, standards in reading and mathematics are above average and pupils make good progress. Progress in writing is slower but standards are average and pupils’ achievement is satisfactory. Pupils’ with learning difficulties or disabilities receive targeted support and make good progress. Teaching is satisfactory but tasks, especially in writing, are not always matched to the abilities of middle and lower attaining boys.

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Grade: 3

The variety of teaching methods used in Years 3 and 4 motivate the pupils to learn well. Pupils’ personal development is good. The welcoming and positive environment helps pupils to become responsible, considerate and well behaved. The school provides effective care and support for pupils’ development, so that pupils feel valued and secure and receive good personal targets to improve. The curriculum is satisfactory. It is enriched well with additional clubs and visitors but there are insufficient opportunities to practise writing skills in other subjects. The school has identified the right priorities for future development and its capacity to improve is good. It gives satisfactory value for money but this is improving. not applicable

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What the school should do to improve further

• Improve the leadership and quality of education in the Foundation Stage. • Improve pupils’ progress in writing, particularly for middle and lower attaining boys, and extend the opportunities for all pupils to write in other subjects.

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Grade: 3

Pupils’ achievement is satisfactory. Reception aged children make satisfactory progress and attain expected standards in all areas of learning. The results of national tests for seven-year-olds show that standards over the last three years have been broadly average and the school’s assessments show that most pupils made satisfactory progress. The results of the 2005 tests show an improvement in reading with sustained good results for higher attaining pupils. Caution needs to be given to interpreting these results due to the small number of pupils in each cohort and the high number of pupils with learning difficulties. In Years 1 and 2 standards are rising and pupils are now making good progress in reading and mathematics because assessment systems are good. Current standards in these subjects are above average, while standards in writing are average. Pupils’ 2 Inspection Report: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005

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Grade: 3

progress in writing, particularly among middle and lower attaining boys, is not as good as it should be because there is insufficient emphasis on developing key basic skills. In Years 3 and 4, standards in English and mathematics are well above average and pupils make good progress. Pupils with learning difficulties or disabilities make good progress because of the targeted support they receive.

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Grade: 2

Pupils’ personal development is good. Pupils are confident. They care for and respect each other and eagerly take on responsibilities in the school community. They know that staff value them as individuals and this generates very good self-esteem. Pupils behave well in and out of class, enjoy their lessons and work hard at the tasks set. Attendance is similar to the national average. The Eco Committee enthusiastically report that pupils understand the importance of conserving energy very well. Pupils have a good understanding of a healthy lifestyle. They can readily talk about vegetables being good for you and chicken having useful protein. Pupils’ spiritual, moral, social and cultural development is good. The moral development of pupils is well promoted through clear rules that are understood and agreed, so that pupils know right from wrong and behave well. Pupils’ social skills are well developed

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Grade: 2

in lessons when they work together, and in the many out of school activities that pupils enjoy. They have a very good understanding of other faiths and cultures through assemblies and specific activities such as the Bangladeshi day. Pupils’ skills in writing are not yet developed well enough in preparation for later life.

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Grade: 3

Teaching and learning are satisfactory. Teachers prepare lessons diligently. The teaching of reading and mathematics is better than the teaching of writing. Some teaching in writing is not based upon a sharp enough knowledge of the needs of different pupils in the class. This means that there are occasions when the tasks set for pupils, particularly for middle and lower attaining boys, are not challenging enough or are too difficult for them to complete on their own. Some teachers do not set high enough expectations for handwriting and presentation of work or give useful suggestions to pupils for improvements in their writing, for example choosing the best layout for stories. Teaching in the Foundation Stage is adequate but too many children do not make as much progress as they should because activities do not match their developmental needs or abilities. Pupils want to learn and listen in lessons because relationships are very good. Teachers

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Grade: 3

plan lessons that often allow pupils to work in groups so that they develop good team skills. In a good Year 3 and 4 literacy lesson, the teacher engaged the interest of all 3 Inspection Report: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005 pupils and used drama to inspire them to learn successfully how to develop an opening paragraph in a story. Pupils with learning difficulties or disabilities make good progress when they work with teaching assistants.

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Grade: 3

The curriculum is satisfactory. It is enriched well through a range of out of school clubs that the school provides in music, sport and gardening. Pupils particularly enjoy visitors who work with them in art and music. They talk passionately about the friendship bench they have made in the school garden. The school has gained the Healthy Schools award and pupils have a good understanding of the need to take regular exercise with the benefits of a balanced diet. Pupils really enjoy their learning when teachers link subjects together. Year 4 pupils talk enthusiastically about the Viking project and say that ‘learning was fun!’ In most classes there is no systematic linking of subjects and opportunities to consolidate writing skills are limited. The curriculum for the Foundation Stage is satisfactory but children do not have enough chance to learn through discovery.

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Grade: 2

The school’s care and welfare of pupils are good and of great importance to the school. Staff know the pupils very well and are watchful for changes in their health, concentration or mood in order to give support when needed. Because of this, pupils feel very safe and have confidence in their teachers to solve any problems and to show understanding if they have difficulties in their learning. The school tracks pupils’ progress closely and pupils fully understand their literacy and numeracy targets. Child protection systems are rigorous and all staff have been fully trained. Pupils with learning difficulties or disabilities are well supported and effectively included in the life and work of the school. The school promotes strong links with parents who have a high regard for the school.

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Grade: 3

The school judges leadership and management to be good but inspectors judge it to be satisfactory. The headteacher provides good leadership and has worked energetically to develop positive behaviour for learning and to establish very good relationships. Good systems, such as the tracking of performance, are now clearly in place. There is a clear direction for the work of the school and standards are beginning to rise, particularly in reading and mathematics. A particular strength lies in the good sense of teamwork among staff and governors. Teachers who are relatively new to the school are developing their subject responsibilities well. The school recognises that their leadership skills need to be further 4 Inspection Report: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005 developed so that everyone can be involved in the monitoring of teaching and learning. Leadership of the Foundation Stage is inadequate because there is insufficient focus

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Grade: 3

on providing an appropriate learning environment or curriculum. Governance is satisfactory. The governing body is supportive of the headteacher and some governors, for example the chair and the vicar, regularly visit the school to observe its life at first hand. The role of governors in challenging the school to improve pupils’ achievement is limited. There has been good progress since the last inspection. Standards in information and communication technology are now good and higher attaining pupils are achieving their full potential. Priorities in the school’s improvement plan are the same as those found by inspectors. This demonstrates good capacity to improve. 5 Inspection Report: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005 .

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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: Henshaw CofE Primary School, 5 December 2005 to 6 December 2005

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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 3 How well does the school work in partnership with others to promote learners' well-being? NA 3 The quality and standards in foundation stage NA 3 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 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 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 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 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 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 www.ofsted.gov.uk Ofsted helpline 08456 404045 Henshaw Church of England Aided First School Henshaw Bardon Mill Hexham Northumberland NE47 7EP Dear Children Thank you for giving me such a warm welcome to your school and helping me to do my work. You gave me a good picture of why you like your school and of the interesting things that you do there. Here are the things I most liked about your school: your friendliness towards everyone who works in the school. You really do care for and look after each other you work and play together very well in and out of your classrooms your behaviour in school is good. In your lessons this helps everyone to learn and get on with work. Well done! your headteacher knows you very well and has good contact with your families you told me you enjoy your lessons and I saw that in the lessons I visited your headteacher, teachers and other staff work hard and care for you well

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Text from letter to pupils explaining the findings of the inspection

your school has lovely playgrounds and playing fields that you look after very well. What I have asked your school to do now: improve the Reception class organisation so that there is more space for you to learn from finding out and improve the activities so that you are really interested in your learning improve your learning in writing and make it more fun, so you get even better. Thank you all once again for your warm welcome and the way you helped me. Have a happy Christmas. Mrs. J. Stephenson Lead Inspector

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