Sturton CofE Primary School

Inspection Report Sturton CofE Primary School

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122808 Unique Reference Number NOTTINGHAMSHIRE LEA LEA 281347 Inspection number 19 May 2006 to 19 May 2006 Inspection dates Mr. Glynn Storer LI Reporting inspector

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

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Church Street School address Primary Type of school DN22 9HQ Voluntary aided School category 3 to 11 Age range of pupils 01427 880342 Telephone number Mixed Gender of pupils 01427 880342 Fax number 37 Number on roll Mrs.Wendy Payton-Greene Chair of governors The governing body Appropriate authority Mrs. Vera Ballinger Headteacher 30 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281347 19 May 2006 - 3 to 11 19 May 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 an Additional Inspector.

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Description of the school

This very small school has in the past faced quite challenging social and educational circumstances but numbers on roll, having fallen in recent years, are once again rising. The school serves the village of Sturton-le-Steeple and surrounding rural communities and, although unemployment is quite low, a number of families experience hardship. Children's attainment on entry varies because year groups are so small. It has often been below average, but the recent addition of a Foundation Stage unit has improved children's progress and raised attainment by the beginning of Year 1. All pupils are from White British backgrounds. The number with learning difficulties or disabilities is above average, although none has a statement of special educational need.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Sturton CofE Primary School, 19 May 2006 to 19 May 2006

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Grade: 2

Sturton CofE Primary School views itself as a good school and the inspector agrees, but also identifies a number of outstanding features. Children receive a good start to their education in the Foundation Stage unit to reach the expected goals with some exceeding them. In Years 1 to 6 most pupils make good progress with an increasing number on course to reach above average standards. Pupils' personal development is outstanding. They are eager to do well, are extremely well behaved and their enjoyment of learning is a strength of the school. Pupils' spiritual, moral, social and cultural development is good overall, although more could be done to promote pupils' understanding of the richness and diversity of a range of cultures. Effective teaching enables pupils to achieve good standards in their learning and personal development. Teachers' use of assessment in planning for pupils with different capabilities is

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Grade: 2

particularly good. The curriculum is suitably broad. It is given added depth by a wide range of additional activities and special events, which bring learning to life and encourage pupils to become confident learners. However, the school has identified the need to give pupils more access to information and communication technology (ICT) to aid their learning across the curriculum. The school has a strong family ethos and standards of personal care and academic guidance are outstanding. Leadership, management and governance are good. The school's links with other schools are excellent and strongly support its drive to improve standards and quality. Self-evaluation is accurate and results in thorough improvement planning. Improvement since the last inspection has been good. Consequently, the school is well placed to make further improvements and it provides good value for money.

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What the school should do to improve further

- Give pupils more opportunities to use ICT as an aid to learning in all subjects. - Teach pupils more about cultures other than their own.

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Grade: 2

Achievement and standards have improved since the previous inspection and are good overall. Very small year groups mean that children's attainment on entry and yearly results vary considerably. However, until recently, many children have entered the Foundation Stage Unit attaining standards below those expected of their age and they have had very little pre-school experience beyond the home. Most make good progress in the Foundation Stage Unit and all attain or exceed the expected standards for their age by the time that they transfer to Year 1. In the 2005 national tests for seven-year-olds, standards were exceptionally high. All pupils attained at least the expected standards for their age in reading, writing and mathematics, with most exceeding this level in mathematics. All had achieved well in Years 1 and 2. Currently progress in Year 2 is very good with above average standards in reading, writing and

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Grade: 2

mathematics. In the 2005 tests for 11-year-olds, pupils' overall test scores were average. 2 Inspection Report: Sturton CofE Primary School, 19 May 2006 to 19 May 2006 All pupils attained at least the expected standard in English, mathematics and science. This represented satisfactory overall achievement in relation to their attainments at the end of Year 2. Standards are higher this year. This is partly because the current Year 6 did exceptionally well at the end of Year 2. Even though there has been a relatively high turnover of pupils during Key Stage 2, the school has set challenging targets in order to increase the proportions of pupils attaining the above average Level 5. Consequently, all pupils, including those relatively new to the school and those with learning difficulties, have achieved well and overall standards in English, mathematics and science are currently above average.

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Grade: 1

Pupils speak highly of the school. Most enjoy school; a fact reflected in attendance that has improved and is currently above that in schools nationally. Behaviour is excellent. Pupils are really attentive and try hard in lessons. The response of boys has improved because teachers plan topics, such as 'Pirates' and 'Dragons', which motivate them to do their best. Staff promote spiritual, moral and social development effectively. Assemblies are times of joy and celebration and pupils act on their excellent understanding of right and wrong. However, they could learn more about cultural traditions other than their own. Relationships are outstanding. Pupils work and play happily in groups that are mixed in terms of age, ability or gender. They add much to the sense of community in the school by the way that they collaborate and care for one another. Pupils fully understand the hazards that face young people and know

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Grade: 1

how to keep safe. Enthusiasm for sport and a positive response to the school's push on eating healthily shows that they recognise the need to keep fit and healthy. Pupils have an extremely keen sense of responsibility, which shows in their contributions to the school council and eco committee. They also contribute to the community by entertaining local senior citizens and supporting national and international charities. Pupils' good standards of literacy and numeracy, along with sound ICT skills, equip them well for their future economic well-being.

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Grade: 2

Teaching and learning are good. Teaching in the Foundation Stage is effective because it ensures that children learn through structured play and practical activities, as well as through the teaching of key skills. A particular strength is the way that all staff use on-going assessment to modify each day's activities in order to better meet the learning needs of the children. The teaching of pupils in Years 1 to 6 is effective because teachers plan carefully so as to meet the full range of interest, age and ability in each class. Pupils say that teachers make learning fun. Teachers use assessment information carefully to match tasks closely to pupils' prior attainments and to set individual targets that help pupils to improve the progress that they make. Teachers work closely with 3 Inspection Report: Sturton CofE Primary School, 19 May 2006 to 19 May 2006 teaching assistants, sharing planning, lesson objectives and assessments carefully.

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Grade: 2

This arrangement ensures that the good quality of teaching and learning is maintained, even when classes or groups are taught by teaching assistants, without the class teacher's direct support. This approach adds to the quality of learning of pupils of all abilities, from the gifted and talented to those with learning difficulties or disabilities. Teachers have high expectations of pupils' capacity to cope with challenging work and to work independently and collaboratively. However, whilst pupils generally respond very well to the challenges set, teachers' checking of work in progress is occasionally not thorough enough to spot difficulties as they arise and thereby to keep learning progressing swiftly.

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Grade: 2

The school provides a good curriculum. It is currently introducing a curriculum, in which unifying themes and links between subjects are making pupils' learning more meaningful. The headteacher has a clear view of how this initiative should progress and formal planning is developing well. As a result, current arrangements meet statutory requirements and there is a satisfactory balance in the emphasis given to each subject. At its best, planning carefully identifies key skills in each subject to ensure that these are taught systematically and teachers plan different tasks to cater for the range of age, ability and interest within the class. In this respect, the curriculum meets the needs of all pupils effectively. However, there is scope for a wider use of ICT as an aid to teaching and learning and for a greater emphasis on projects that improve pupils' understanding of other cultures. A good range of visits, visitors, special events and

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Grade: 2

after school clubs enriches pupils' learning. Together, these activities make a strong contribution to pupils' personal development, promote enjoyment in learning and prepare them well for life as young adults.

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Grade: 1

Standards of care are outstanding. Arrangements for safeguarding pupils' health, safety and well-being are rigorous and thorough. A strength of the school is its family atmosphere and the extent to which all staff know and care for pupils and their families. Parents speak highly of the quality of information that they receive and of how well staff help the youngest children settle into school life. Pupils have confidence in teachers and other staff and know who to turn to with worries or concerns. As one pupil commented, 'They treat us like real people and give us responsibilities.' Consequently, school councillors feel that their views are valued and acted upon. Pupils feel safe because the school takes strong action to counteract unacceptable behaviour. Academic guidance is also very effective. Teachers make good use of individual targets to ensure that pupils understand what they need to do in order to improve.

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Grade: 1

4 Inspection Report: Sturton CofE Primary School, 19 May 2006 to 19 May 2006

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Grade: 2

Leadership and management are good. In this small school all staff have management responsibilities. They work as a close and committed team and this is the key to their success. The headteacher leads by example, balancing the demands of a substantial teaching commitment with those of her management role. Because of the insights this gives her, she provides, whenever possible, the time and resources necessary for other staff with management responsibilities to do a good job. Furthermore, staff know the tasks that they need to undertake during management time. This has enabled them to produce a systematic programme for checking aspects of the school's work. Consequently, self-evaluation is broadly accurate and the planning for school improvement is well focused and thorough. Governance is good. Governors' monitoring of standards and quality has been aligned with the inspection framework, which improves their capacity to hold the school to account for what it achieves and to

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Grade: 2

contribute effectively to improvement planning. The school works well with parents and other agencies, seeks their views, in order to ensure that learners receive good support. Links with other schools are outstanding. The development of such links, for the purpose of mutual support and the sharing of expertise, has enormous benefits for staff and pupils alike. The school is better than it was at the time of its previous inspection and recent developments to management procedures mean that staff and governors are well placed to make continuing improvements. 5 Inspection Report: Sturton CofE Primary School, 19 May 2006 to 19 May 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: Sturton CofE Primary School, 19 May 2006 to 19 May 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 2 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 2 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

You may remember that I visited your school a little while ago. Thank you for making my visit so enjoyable and for taking time to talk to me and to answer my questions. I thought that you would like to hear what I found out about your school. There are many good things happening in your school. - The youngest children get a good start to their life in school. - Almost all of you make good progress in English, mathematics and science, and overall standards are improving. - You enjoy school because teachers and other adults make learning fun. - Most of you work hard and get on extremely well with one another. - You enjoy the many after-school clubs and activities. - Staff help you when you have problems and make sure that you are safe. - All the staff, governors and pupils work hard to make the school a better place. There are some things that could be even better. - I have asked your teachers to give you more

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Text from letter to pupils explaining the findings of the inspection

opportunities to use computers and other ICT equipment to make your learning even more interesting and effective. - I have also asked them to teach you more about the lives of people from different cultural backgrounds and heritages. I hope that you will all continue to work hard and do well.

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