Gotham Primary School

122644 Unique Reference Number NOTTINGHAMSHIRE LEA LEA 281315 Inspection number 30 March 2006 to 31 March 2006 Inspection dates Mrs. Patricia Cox LI Reporting inspector

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

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Kegworth Road School address Primary Type of school NG11 0JS Community School category 4 to 11 Age range of pupils 01159 149751 Telephone number Mixed Gender of pupils 01159 149897 Fax number 116 Number on roll Mr.R Plant Chair of governors The governing body Appropriate authority Mrs. S Lymn-Brewin Headteacher 18 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281315 30 March 2006 - 4 to 11 31 March 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

Almost all pupils in this small school are of White British background and all speak English as their first language. The proportion eligible for free school meals is lower than the national average and the proportion of pupils identified with learning difficulties is somewhat higher. No pupil has a statement of special educational need. Although the number on roll has fallen significantly in the recent years, few pupils leave or join during their school career. Attainment on entry is below that usually expected for the children's age. The school has moved into a new building this term.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Gotham Primary School, 30 March 2006 to 31 March 2006

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Grade: 2

The school provides its pupils with a good education. From a lower than usual starting point, the children in Reception make a good start. The pupils make good progress through the school and achieve well. Standards are currently similar to the national levels in English, mathematics and science in Years 2 and 6 because the teaching is good and the pupils consolidate their skills and knowledge thoroughly. However, progress in writing is less marked and these skills are not developed well enough in other subjects. The teachers use their detailed assessments to mostly plan their work very accurately. The curriculum is satisfactory overall, but some subjects do not receive enough time to cover them in sufficient depth. Although a few gifted pupils with particular skills and talents have been identified, the school does not yet cater specifically for them. Pupils feel that lessons help them to learn but are not always

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Grade: 2

interesting. The pupils' personal development is good; they behave well and mostly enjoy school. The school provides well for their spiritual, moral and social development, and their cultural awareness is developed satisfactorily. The pupils are cared for well and the school uses its very good assessment information to guide their academic progress. This data is also used very well to measure the quality of the school's work, so that it knows itself well. The inspector's agree with the school's evaluation of itself. The headteacher provides good leadership and management so that the school is always firmly focused on raising standards. Links with the community are strong and parents are mainly positive about the school. Governance is satisfactory. Governors have a sound knowledge of the school. The school gives good value for money and there is good capacity to improve further.

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What the school should do to improve further

- Improve the way in which pupils' writing skills are developed and used in all subjects. - Improve the balance of the curriculum, so that all subjects receive sufficient time to give pupils a thorough grounding in each one.

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Grade: 2

The results of the national tests at the end of Year 2 have been variable over many years. In 2005, they were similar to the national average. The results at the end of Year 6 have been stronger, and often above average, as they were in 2005. They showed that the pupils had made good progress since Year 2, particularly in mathematics, and exceeded the targets that had been set. The children enter the school with limited skills, particularly in communication, mathematical and social development. They make good progress in the Reception class and standards are similar to those expected by the time they enter Year 1. Pupils continue to make good progress through the school and standards in English, mathematics and science of those currently in Year 2 are similar to the national average. The pupils presently in Year 6 had lower than average attainment at the end of Year 2 and have made good 2 Inspection Report: Gotham Primary School, 30 March 2006 to 31 March 2006

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Grade: 2

progress so that their standards are now similar to the national average and they are mostly on course to meet the challenging targets the school has set. However, standards in writing are lower, although the school has already implemented measures to improve them. Writing is not developed well enough across subjects. Many pupils write neatly but work in mathematics is not presented as carefully. Achievement in information and communication technology (ICT) was an issue at the last inspection, but has improved and is now satisfactory.

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Grade: 2

Pupils' personal development and well-being are good. They behave well, work hard and get on well with each other. Playtimes are lively and fun occasions. Most pupils are happy to come to school where they feel safe and valued. Attendance rates are average. Pupils' spiritual, moral and social development is good. They have a secure understanding of right and wrong and are able to reflect on the consequences of their actions. The school promotes pupils' knowledge of the lives of people in other countries soundly, and cultural development is satisfactory. The pupils' understanding of multi-cultural issues closer to home, however, is not as well developed. They make healthy lifestyle choices. They say they enjoy taking part in sporting and other clubs but would like to have more from which to choose. Pupils value the opportunities they have to influence what happens in school through the work of the school council. They

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Grade: 2

show a great deal of empathy and make a good contribution to enhancing the lives of others in the community through fundraising activities and performances within and beyond school. The school helps pupils acquire personal and academic skills that prepare them well for the next stage of their education and their future lives.

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Grade: 2

Teaching and learning are good overall. The staff in the Reception class have a clear understanding of the needs of young children. They plan well for them and for the Year 1 pupils in the same class. Throughout the rest of the school, teachers plan lessons carefully and the lessons build well on earlier learning. The teachers make it clear to pupils what they are expected to learn and sometimes review this at the end of the lesson. The teachers have good knowledge of their subjects and set work at the right level for the different groups in the class. However, there is an over-dependence on worksheets in some subjects. Behaviour is almost always good but pupils become restless when the pace of the lesson slows or they sit on the carpet for too long. The pupils know their targets and understand how they can achieve them. They like assessing their own progress, when given the opportunity, and this encourages them

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Grade: 2

to think about their learning. The teaching assistants provide good support to the pupils they help and enable them to make good progress. Marking is good in English 3 Inspection Report: Gotham Primary School, 30 March 2006 to 31 March 2006 but inconsistent in other subjects; not all helps the pupils to know how well they have done and what they need to do to improve.

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Grade: 3

The curriculum is satisfactory. Careful planning ensures that it has the necessary breadth. There has been a strong emphasis on English and mathematics to ensure that the pupils continue to achieve well in these subjects. Links are being made between subjects and French is a well-established part of the curriculum. However, there is insufficient balance to ensure that all subjects receive enough time to give pupils a thorough grounding in each one. Although they felt they were doing well, a few pupils commented that some subjects were not interesting. The use of ICT in classrooms and to support learning across the curriculum is much improved since the last inspection and is developing well. There is good provision for pupils' personal, social and health education, contributing significantly to their personal development. However, although the school has identified the pupils with particular gifts and talents, it has not yet

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Grade: 3

started to cater specifically for most of them. The curriculum is further enriched by a range of visits and visitors as well as by a few lunchtime and after-school clubs.

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Grade: 2

Care, support and guidance for pupils are good. The school's effective use of robust systems for health and safety and child protection enable pupils to stay safe and be happy. Relationships are good and most pupils say there is always someone they can turn to if they have a problem or worry. Effective assessment practices ensure that teachers have much useful information about pupils that is used well to set individual targets in reading, writing and mathematics. These targets help pupils with the next steps of their learning and have a positive impact on standards. Pupils with specific learning needs are supported well and make good progress. Education plans for these pupils are of good quality and particularly child friendly. Parents and pupils are involved in writing and reviewing them.

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Grade: 2

Leadership and management are good. The headteacher and deputy are clearly focused on raising and maintaining standards. They, and the staff, work closely together and the move to the new building has been managed well. Self-evaluation procedures are effective. Parents are mostly positive about the school. Through the analysis of test results and regular scrutiny of pupils' work in all areas, the school has a good view of its strengths and where improvement is needed. However, it has not fully identified the shortcomings in the balance of the curriculum. Evaluations of lessons are helpful to staff, identifying suitable areas of strength and points for development. Strategic planning for school improvement is good; the plan shows suitable priorities in all areas 4 Inspection Report: Gotham Primary School, 30 March 2006 to 31 March 2006 of the school's work and has a long-term overview, taking into consideration any

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Grade: 2

further likely fall in numbers of pupils on roll. The success criteria and monitoring and evaluation arrangements are not always precise, but these are in the process of being improved. Strategies employed to raise and maintain standards have had a marked impact. The work being done to improve provision and standards in ICT is proving to be effective. The subject leaders for English and mathematics have a sound understanding of standards in their subjects and plan well to bring about the necessary improvements. Financial planning and management are good. Governance is satisfactory. Governors have a sound knowledge of the life and work of the school and check that the planned progress is being made. 5 Inspection Report: Gotham Primary School, 30 March 2006 to 31 March 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: Gotham Primary School, 30 March 2006 to 31 March 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 3 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 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 2 The extent to which learners adopt safe practices NA 3 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 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 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 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

First of all, I would like to thank you for the way you welcomed us when we visited your school last week, and for your help and good manners. We enjoyed talking to you and having lunch together. We thought you might like to know what we found out about your school. You told us that you go to a good school and we agree - you can be proud of your good behaviour and hard work and the way your teachers help you to get on quickly. You know your targets and how well you're doing, and in most lessons the work is right for you. If you're very clever, sometimes you need harder work. You do well with your reading, mathematics and science, although you need to work at your writing a bit more. We think that you could do better if you wrote more in other subjects instead of having to fill in worksheets, so we want your teachers to ask you to write more for yourselves. We like your new building a lot, but agreed with you

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Text from letter to pupils explaining the findings of the inspection

when you said that work could be more exciting. So we want you to do more fun activities in English and mathematics, as well as spending more time enjoying other subjects, such as music, art and history. Our thanks once again, and best wishes for the future.

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