Melbury Primary School

Inspection Report Melbury Primary School

p.1

122426 Unique Reference Number CITY OF NOTTINGHAM LEA LEA 281260 Inspection number 23 May 2006 to 24 May 2006 Inspection dates Mrs. Patricia Cox LI Reporting inspector

p.1

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

p.1

Melbury Road School address Primary Type of school NG8 4AU Community School category 3 to 11 Age range of pupils 0115 915 5787 Telephone number Mixed Gender of pupils 0115 915 5786 Fax number 254 Number on roll Mr.John Hose Chair of governors The governing body Appropriate authority Mrs. Linda Taylor Headteacher 10 July 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281260 23 May 2006 - 3 to 11 24 May 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by three Additional Inspectors.

p.3

Description of the school

This average sized school draws its pupils mostly from the immediate neighbourhood. The proportion entitled to free school meals is well above average. The proportion with learning difficulties is also well above average; the majority of these difficulties relate to moderate learning problems. Most pupils are of White British background and few have a home language other than English. Attainment on entry to the nursery is much lower than is usual for the children's age. Higher proportions of pupils than average leave or join the school during their primary school career. The headteacher has been in post around two years at the time of the inspection.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006

p.3

Grade: 3

The school is accurate in its judgement that it provides its pupils with a satisfactory education, giving satisfactory value for money. The many recent significant developments, like the improving use of assessment information and rising standards, demonstrate a good capacity for further improvement. Pupils achieve satisfactorily. Children in the Foundation Stage progress soundly and develop their social and communication skills well. Nevertheless, standards are still lower than expected for their age when they enter Year 1. Progress is satisfactory through the rest of the school. Standards at the end of Years 2 and 6 are well below average, but rising. However, there is some underachievement through the school, especially among the more able. While teaching is satisfactory and classrooms are orderly, purposeful places, expectations are not always high enough and lessons sometimes lack the pace necessary

p.4

Grade: 3

to eliminate this underachievement fully. Provision for the pupils' spiritual, moral, social and cultural development is good. The pupils behave well because of the school's outstanding approach to moral and social development. Their attitudes to work are satisfactory because, although they mostly listen and concentrate, they have not developed good learning habits and the capacity to take responsibility for aspects of their own learning, and they are often tired at the start of the day. The school takes good care of pupils and they feel safe and secure. It works hard to form links with parents, although these are at an early stage. Although it is improving, attendance is below average, despite the school's considerable efforts. Leadership and management are good overall. The headteacher provides outstanding leadership and has a very good understanding of how the school needs to improve. The senior management

p.4

Grade: 3

team provides good support and staff are developing their subject leadership roles. Governors carry out their roles satisfactorily and are developing well.

p.4

What the school should do to improve further

- Raise standards, particularly in all aspects of English, scientific enquiry, information and communication technology (ICT), and for the more able throughout the school. - Improve teaching and, in particular, the use of target-setting to raise expectations of what the pupils can achieve, the pace of lessons and the teachers' questioning skills. - Work with pupils to develop their ability to take responsibility for their own learning, so that they work harder and rely less on their teachers. - Develop the ability of all subject leaders to monitor and evaluate their areas and take responsibility for the standards achieved. - Develop links with parents to continue improving attendance, punctuality, and readiness of children for school.

p.4

Grade: 3

Achievement is satisfactory. The children in the Foundation Stage make satisfactory progress from a low base and do well in developing their social and communication skills. However, standards are still lower than usual when they enter Year 1. Standards 2 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006 at the end of Years 2 and 6 have been below and often well below the national average for many years. The Year 2 national test results in 2005 in reading, writing and mathematics rose markedly from 2004, although they were still below average. The results for Year 6 were well below the national average and the school did not meet its challenging targets. Nevertheless, the pupils had made satisfactory progress since Year 2, although it was slightly stronger in English than in mathematics and science. The pupils presently in Year 2 are working at a standard slightly lower than those in

p.4

Grade: 3

2005. Their progress is satisfactory overall, although it is better in Year 2 than Year 1. Those in Year 6 have made satisfactory progress since Year 2 and standards are higher than in 2005, approaching the school's demanding targets. Pupils with learning difficulties make satisfactory progress. However, there is still some underachievement through the school, particularly among the most able. Below average speaking and listening skills affect performance throughout the school. Skills are also weak in scientific enquiry and ICT.

p.5

Grade: 3

Overall, pupils' personal development and well-being are satisfactory. The school is a calm and orderly community where pupils feel safe and well-cared for. Most enjoy being in school and value their involvement in all the activities. Attendance is below average though the school works hard to improve it. Levels of attendance have improved during the year because there are robust and consistently applied monitoring procedures. Behaviour is good during lessons and in the playground, because pupils are managed well, although there are occasional instances of boisterousness. Pupils value the extensive range of rewards for good work and behaviour. The number of exclusions has dropped significantly during the last year as strategies for encouraging good behaviour take effect. Some pupils are very tired when they come to school and this often affects their concentration. Pupils take their responsibilities as peer mentors,

p.5

Grade: 3

'buddies' and school council representatives seriously. Many of their ideas have resulted in improvements to the environment. Overall, provision for pupils' spiritual, moral, social and cultural development is good and for their moral and social development it is excellent. The school has high expectations and encourages pupils to gain confidence and raise their aspirations. Spiritual and cultural development are satisfactory but promotion of pupils' understanding of a multicultural society is limited. The pupils have a sound understanding of how to stay safe and healthy, as the school puts great emphasis on these aspects. For example, it provides breakfast for many pupils to give them a healthy start to their day. Pupils are satisfactorily acquiring the skills and attributes they need to be successful in later life. 3 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006

p.5

Grade: 3

Teaching and learning are satisfactory. The Foundation Stage staff have a clear understanding of the children's needs and develop their social and communication skills well. The children make satisfactory progress in basic skills and the other areas of early learning. There is some good teaching through the rest of the school. For example, during an English lesson the teacher questioned skilfully, engaging the pupils with interesting methods. The activities built well on previous skills and knowledge, with a brisk pace. However, at times pupils, particularly the more able, lose interest when tasks are not matched well to their ability. Many have not developed good learning habits or the skills of independent learning. There is an overuse of worksheets, limiting pupils' opportunity to set out their work and develop their writing skills. Teachers' management skills are consistently firm and fair which ensures good behaviour

p.6

Grade: 3

in lessons. Most lessons are planned well and teachers have a clear focus on what they want pupils to learn. The school is a calm and attractive place for learning. Pupils with learning difficulties make satisfactory progress because support is often good. Teachers are developing their use of targets to help pupils to understand what they have to do to improve and to raise their expectations. However, there is inconsistency between classes in the quality of marking.

p.6

Grade: 3

The curriculum is satisfactory. Provision for pupils with learning difficulties is satisfactory and their progress is monitored very carefully. Individual education plans have clear targets for improvement, although occasionally there are too many targets. The school is currently developing the curriculum for more able pupils in order for them to achieve better. Pupils understand the need to eat healthily and stay safe because of the emphasis on these aspects in lessons. Although the school places a strong emphasis on English and mathematics, the curriculum is balanced and includes Spanish. The school has recognised that there are difficulties with the times of the school day and has well-advanced plans to address them. There is a good range of visits, for example to Eden Camp where pupils learned about the Second World War. There are good links with partner schools and some with the community. Pupils receive

p.6

Grade: 3

expert physical education teaching and enjoy taking part in many local sporting competitions. There is a good range of extracurricular opportunities, including non-sporting activities such as gardening and Scrabble.

p.6

Grade: 2

Care, guidance and support are good because the school has a clear emphasis on nurturing each pupil. All staff are committed to developing pupils' personal and social 4 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006 skills and to promoting their well-being. The learning mentor and teaching assistants provide good support for those with learning and other difficulties. The school is a secure and healthy learning environment where relationships are good. Pupils feel safe and well looked after. The systems for ensuring the health, safety and protection of pupils are rigorous and work well. Pupils are confident that there is always someone to help them with worries or concerns. The school uses assessment information satisfactorily to set targets for pupils in reading, writing and mathematics, though these are not always challenging enough for the more able. Vulnerable pupils receive

p.6

Grade: 2

good support in school and through access to a wide range of external agencies, such as the Place2Be project.

p.7

Grade: 2

Leadership and management are good overall. In just two years, the headteacher has had a significant impact on the school through her outstanding leadership. She is ably supported by the deputy headteacher and assistant headteacher. There is growing teamwork among the staff, who are increasingly focused on a shared commitment to raising standards. The headteacher manages the school very well. There is an increasing amount of good quality data being collected and used which informs the rigorous evaluation the school's work. Consequently, the senior management team understand very well the effect of their initiatives and what remains to be done. Good initiatives are already in place to tackle shortcomings. The school consults and makes many efforts to work closely with parents, not always successfully, although parents are very positive about what the school offers. Pupils are appreciative of the improvements

p.7

Grade: 2

that have been made. Much has been done to develop teachers' expertise and the range of strategies they employ. The impact is reflected in the more rapid progress being made in most classes. Interventions and support have enabled the teachers to have a better understanding of how to use data and target-setting to raise attainment but this is a relatively new initiative. Planning for school improvement is good; the most urgent priorities are identified and are tackled thoroughly within a long-term strategic view. The leadership skills of staff are developing but, while some take full responsibility for standards in their subject, others are at an earlier stage. Governance is satisfactory; many governors are new and are developing their understanding of the school and their role well, under the good leadership of the chair. 5 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006 .

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Melbury Primary School, 23 May 2006 to 24 May 2006

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

learners?

NA 2 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 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

p.9

Achievement and standards

NA 3 How well do learners achieve? NA 4 The standards 1 reached by learners

p.9

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

p.9

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 3 How well learners enjoy their education NA 3 The extent to which learners adopt safe practices NA 3 The extent to which learners adopt healthy lifestyles NA 3 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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

Thank you very much for the way you looked after us when we visited your school this week. We had a good time with you and enjoyed the Spanish week activities. We thought you behaved yourselves well and you are quite interested in your school work. Many of you told us that your school is getting better and we agree with you. We think that Mrs Taylor and the staff are working very hard to help you to learn more and to behave well. You have more interesting things to learn about and to do and the school takes good care of you. It is a calm and happy place. There are some things that still need to get better. Some lessons could be a bit more fun and we think that you could write more on your own and not have to fill in so many worksheets. We want your teachers to check that you are doing well enough in all the subjects you learn. You need to be able to investigate more in science and to work with computers in all the

p.11

Text from letter to pupils explaining the findings of the inspection

subjects. Those of you who learn quickly should be given some harder work so you learn more. But there are many things that you could do to help, too. You could work harder, take more interest in the lessons and listen very carefully. Then you could all answer questions in class and do things for yourself rather than always relying on your teachers. What would really help is if you went to bed early, came to school every day and on time, and did your homework. That would help your teachers to make sure that you learned to read and write better. Many of you could help by reading at home and making your work neater.

p.11