Haydn Primary School

122486 Unique Reference Number CITY OF NOTTINGHAM LEA LEA 281277 Inspection number 14 February 2006 to 15 February 2006 Inspection dates Mr. David Speakman LI Reporting inspector

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

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Haydn Road School address Primary Type of school NG5 2JU Community School category 3 to 11 Age range of pupils 0115 915 0193 Telephone number Mixed Gender of pupils 0115 915 0194 Fax number 460 Number on roll Ms.Tina Pamplin Chair of governors The governing body Appropriate authority Mr. James Green Headteacher 4 December 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281277 14 February 2006 - 3 to 11 15 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 three Additional Inspectors.

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Description of the school

This is a larger than average sized primary school. About two thirds of the pupils are of a White British background. Other pupils come from a wide range of minority ethnic backgrounds and 34 are at the early stages of learning to speak English. The proportion of pupils entitled to claim a free school meal is below average and there is a below average proportion of pupils with learning difficulties and disabilities. Attainment on entry to the Nursery is below that nationally expected for children of this age. The school is part of a local 'mini' Education Action Zone.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Haydn Primary School, 14 February 2006 to 15 February 2006

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Grade: 4

In accordance with section 13(3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvements in the school. Although the school judges its effectiveness to be good, inspectors do not agree. Overall effectiveness is inadequate because pupils fail to make sufficient progress as they move through the school. Standards in English, mathematics and science are below average by the end of Years 2 and 6. Overall, the quality of teaching in Years 1 to 6 is unsatisfactory. Pupils with learning difficulties and disabilities achieve satisfactorily. Quality and standards in the Foundation Stage are satisfactory. The school has recently implemented

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Grade: 4

strategies to improve achievement. The school predicts improvement in attainment by the end of the current school year. However these procedures are newly implemented and have not yet had a proven and sustained impact. Pupils' personal development is sound and behaviour is satisfactory overall. The school provides well for pupils' moral, social and cultural development. The curriculum lacks breadth and balance. The emphasis on some subjects means that there is insufficient time available to study others in depth. Teaching time at Key Stage 2 does not meet national recommendations. Leadership and management are inadequate. The headteacher has a strong commitment to the personal development of the pupils and the school's caring ethos, reflecting the good pastoral care, of which parents think highly. School self-evaluation is not sufficiently developed to bring about the necessary improvements. Monitoring and

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Grade: 4

evaluation is not rigorous enough to ensure a consistent approach and sustained high standards. Governors do not ensure that the school meets all statutory requirements. The school provides unsatisfactory value for money.

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What the school should do to improve further

- Raise standards in English, mathematics and science by improving the quality of teaching and learning in the core subjects. - Improve the quality of self-evaluation by focussing on the impact of the initiatives taken to raise standards. - Improve leadership and management so that the work of the school is monitored rigorously and action taken to bring about necessary improvement. - Improve the breadth and balance of the curriculum and ensure that teaching time at Key Stage 2 meets recommended levels.

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Grade: 4

The results of the Year 6 tests in 2005 show poor achievement for the second year running in English, mathematics and science and a significant deterioration in standards since the previous inspection. Standards in 2005 were significantly below average in English, mathematics and science. Attainment in English was a little better than in 2 Inspection Report: Haydn Primary School, 14 February 2006 to 15 February 2006 mathematics and science. Taking account of pupils' starting points, they make poor progress. Higher-attaining pupils achieve better in English and the proportion achieving the higher Level 5 is just above the national average. However, the school did not reach its targets for the proportion of pupils reaching the expected Level 4 or better. Boys did not achieve as well as girls. The recent implementation of assessment procedures to monitor achievement in English and mathematics is providing a more

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Grade: 4

accurate picture of pupil progress. Attainment in Year 2 is below average in reading and in mathematics and well below average in writing. Standards of attainment have declined since 2003 and are unsatisfactory. In the Foundation Stage children achieve satisfactorily and the current group are set to meet the goals children are expected to reach by the end of Reception. Pupils with learning difficulties and disabilities make satisfactory progress and attain the targets set for them in their individual education plans. Those with English as an additional language acquire sufficient English to enable them to participate in the curriculum and achieve at a similar rate to other pupils.

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Grade: 3

Pupils' personal development and well-being are satisfactory overall, with many good features. Pupils enjoy school. They feel safe and valued. Consequently attendance is good. Most pupils develop confidence and high self-esteem. Most have positive attitudes to learning and work hard. The poor behaviour of a few occasionally affects the learning of others. Movement of pupils around school and behaviour on the playground are satisfactory. Pupils demonstrate that provision made for their social, moral and cultural development is good and spiritual provision is satisfactory. Personal, social and health education is effective. Provision for pupils to develop a healthy life style is good. Most pupils choose to eat healthily, enjoy physical activity and know how to keep safe. The pupils report that bullying and racism are rare. When incidents occur, they have confidence in the school's systems to deal with them. Pupils value

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Grade: 3

their voice on the school council and feel their ideas are listened to. They are excited to talk about the many extra opportunities they are given to experience and participate in the arts and sports, through visits, visitors and clubs. They are proud to make a contribution to the community either through musical performances or organising fundraising events. Pupils are confident about moving to the next stage of their education but lack some of the skills in literacy and numeracy to prepare them for life beyond school.

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Grade: 4

Teaching is unsatisfactory overall, and too little is good. Teaching in the Foundation Stage is satisfactory and staff have a sound understanding of children's needs, but there is not enough emphasis on outdoor activities. The best teaching is lively and enthusiastic with high expectations. In these lessons interesting tasks are well matched 3 Inspection Report: Haydn Primary School, 14 February 2006 to 15 February 2006 to ability. However, there is no whole-school understanding of what makes good teaching. Many of the lessons are unchallenging and fail to move the pupils on rapidly enough. Occasionally, the management of behaviour is inadequate. The use of assessment to inform teaching and learning is inconsistent, so work is usually insufficiently matched to pupils' attainment. As a consequence some tasks lack challenge, whilst others are too difficult for pupils unless support is available. The school has recently begun to set targets for pupils in reading, writing and mathematics

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Grade: 4

and these are displayed clearly. However, few pupils know their own targets and teachers rarely refer to them in lessons. Marking is ineffective. Occasionally it shows the pupils how well they have reached their targets or the aims of the lesson and what they need to do to improve, but this is rare and some work is left unmarked. Worksheets are used much too often and pupils have restricted opportunity to set out their own work and to practise writing. Teaching assistants often make a valuable contribution in supporting pupils. Nevertheless, they sometimes sit passively during the beginnings and ends of lessons. Occasionally, they contradict the teacher and confuse the pupils.

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Grade: 4

Although there are some good features to the range and quality of learning opportunities provided by the school, the curriculum is unsatisfactory overall. There is a good programme of personal, social and health education and pupils enjoy the valuable use made of visits and visitors to bring learning to life. The curriculum has included a foreign language for some years and puts a strong emphasis on art and music. The provision for pupils with learning difficulties is satisfactory overall, but some pupils in Years 2 and 6 of all abilities are withdrawn for extra work in English and mathematics and therefore do not take a full part in all activities. The teaching time for the pupils in Years 3 to 6 does not meet national recommendations and there is an imbalance in some timetables between classes, particularly in Year 6. Some subjects receive insufficient time to give worthwhile coverage. Pupils in the same year-group

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Grade: 4

do not always receive the same learning experiences. In a number of classes, pupils receive an unvaried curriculum on some days. Significant time is allocated ineffectively to silent reading.

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Grade: 3

Care, guidance and support are satisfactory. This is because although the school has a very caring ethos and staff work hard to support pupils' personal development effectively, the support for the pupils' academic progress is inconsistent. A coherent system for setting targets has only recently been introduced and it is too soon to measure its impact on pupils learning. Pupils are confident that there is always someone they can turn to if they have a problem and that any difficulties that arise will be dealt with fairly. The school works closely with other agencies to make sure that pupils with learning difficulties and disabilities are identified and supported. Child protection 4 Inspection Report: Haydn Primary School, 14 February 2006 to 15 February 2006 arrangements are satisfactory and the school has effective systems for ensuring pupils' health, safety and welfare.

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Grade: 4

Leadership and management are inadequate and have failed to tackle weaknesses in pupils' achievement evident in test results over the last two years. The school has recently responded to a second year of poor pupil performance, but this is too late and has not arrested the downward trend early enough or secured clear and sustained improvement. Plans exist to hold teachers to account for the progress of pupils in their classes, but monitoring and evaluation are unsatisfactory. There is little evidence of regular and rigorous monitoring of teaching and learning. Much lesson observation is informal and lacks focus. As a result there is inconsistency in the quality of teaching and learning, and pupils in different classes experience varying quality in their learning opportunities and achievement. School self-evaluation is insufficiently effective in providing leaders and managers with accurate knowledge of why achievement is weak.

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Grade: 4

School development planning is insufficiently focussed on improving pupils' achievement and currently does not provide a long-term plan or vision. There are no detailed action plans on how the school will achieve many of the targets it has set for improvement this year. Consequently the school currently shows insufficient capacity to improve. Although it has met the issues raised at the time of the previous inspection, standards of attainment have fallen. Governors have a satisfactory knowledge and understanding of the school through visits. They have set challenging targets for performance management this year, focusing on improving standards. However, they do not ensure that the school meets all its statutory requirements, particularly in relation to daily acts of collective worship. Governance is unsatisfactory. 5 Inspection Report: Haydn Primary School, 14 February 2006 to 15 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: Haydn Primary School, 14 February 2006 to 15 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 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 4 The effectiveness of the school's self-evaluation NA No The capacity to make any necessary improvements NA No Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

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

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Achievement and standards

NA 4 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

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 3 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 3 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 4 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 3 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 4 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 4 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 4 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 4 How effectively and efficiently resources are deployed to achieve value for money NA 4 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

No 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

We were pleased to meet you when we came to inspect your school. Thank you very much for talking to us, making us welcome and helping us find out about you and your school. We found that the school will need some help in making sure that the quality of education you receive is good enough to improve your achievement so that your work will be better in the future. The headteacher, teachers and all of the other grown ups working in your school, do their best to give you a secure place in which to learn. They look after your personal and emotional needs well but teachers need to look more closely at your progress in lessons. The headteacher, governors and other teachers with responsibilities need to know more about what is taking place in the classrooms. We feel that there is not enough variety of subjects on some days. You had good things to say about your school, your teachers and friends and it is obvious that you

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Text from letter to pupils explaining the findings of the inspection

enjoy being here. We are asking your headteacher and governors to get teachers to help you learn better and improve the quality of your work in English, mathematics and science. They need to look more carefully at what is taking place in classrooms so that problems can be identified and dealt with. Also, the range of your learning opportunities needs to be more varied and interesting. We wish you well in the future.

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