Carterton Primary School

Inspection Report Carterton Primary School

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123015 Unique Reference Number Oxfordshire LEA LEA 281382 Inspection number 30 January 2006 to 31 January 2006 Inspection dates Barbara Atcheson AI Reporting inspector

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

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Burford Road School address Primary Type of school Carterton Community School category OX18 3AD 3 to 11 Age range of pupils 01993 842502 Telephone number Mixed Gender of pupils 01993 840964 Fax number 329 Number on roll Mrs Lyndsay Baker Chair of governors The governing body Appropriate authority Mr Mike Curtis Headteacher 12 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281382 30 January 2006 - 3 to 11 31 January 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

Larger than most, this school draws half of its pupils from service families based at RAF Brize Norton. Many pupils arrive and leave on a weekly basis. A minority of children have not had pre-school provision. Attainment on entry is well below average. The proportion of pupils with learning difficulties and disabilities is just below average. Almost all pupils have White British heritage.

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Key for inspection grades

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

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Grade: 3

The school has accurately evaluated that it provides a sound quality of education and satisfactory value for money. The pupils are well cared for. The frequent coming and going of pupils from service families is managed well and parents appreciate the support given to their children. The behaviour, relationships and attitudes of the pupils are good.Achievement is satisfactory overall. Attainment on entry to the Foundation Stage is well below average. However, because provision for the children is good, they achieve well both socially and academically in the nursery and reception classes. Between Years 1 and 6 the rate of progress is slower in mathematics and English and although it is satisfactory overall, it means they achieve average standards by the end of Year 6. Progress in science is good so that standards by the end of Year 6 are above average. Teaching is satisfactory with strengths in lessons where the pupils undertake practical

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Grade: 3

activities, for example in science. However in some Year 1 and 2 lessons these opportunities to strengthen learning are missed and the pupils' progress over time fluctuates. The more able pupils are not always sufficiently challenged; this is especially the case in mathematics between Years 3 and 6. The curriculum is soundly planned with good extra-curricular activities. Leadership and management at the school are satisfactory. Senior staff and governors know the school's strengths and weaknesses well and demonstrate the capacity to build on recent improvements. The school has made satisfactory improvement since the last inspection, for example, provision for information and communication technology (ICT) is better and is now used well in subjects. Nevertheless, subject leaders are not playing a full enough role in school improvement because they do not analyse assessment data or monitor teaching and

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Grade: 3

learning sufficiently in their own areas.

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What the school should do to improve further

* Accelerate pupils' achievement in Years 1and 2 * Improve challenge in mathematics for more able pupils in Years 3 to 6.* Ensure that subject leaders carry out their role effectively.

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Grade: 3

Pupils start school with standards that are well below average. They make good progress during their first two years and their attainment is just below average by the time they complete the reception year. Progress is satisfactory in Years 1 and 2 and attainment in mathematics and English is broadly average by the end of Year 2. Progress continues to be satisfactory overall in Years 3 to 6 in mathematics and English. However, good teaching in science means that pupils make good progress and attain above national expectations in Year 6 tests. Many pupils entering the school other than at the start of the school year have low literacy and numeracy skills and some more able pupils do not make enough progress, particularly in mathematics. A combination of these factors means that although the school sets challenging targets they are not always met. The 2 Inspection Report: Carterton Primary School, 30 January 2006 to 31 January 2006

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Grade: 3

progress of pupils with learning difficulties and disabilities has risen and is satisfactory as a result of well-targeted support.

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Grade: 2

The personal development of pupils is good, which is particularly impressive since many pupils start school with poor social skills. Parents appreciate that their children enjoy school and this is reflected in the good attendance. Pupils are generally keen to learn and work well individually, in pairs and in small groups. They behave well and most treat one another respectfully. Pupils feel safe in school and are confident that any incidents of bullying, which are rare, will be dealt with effectively by adults. Pupils make good progress in learning about keeping safe and healthy and the school has a 'Healthy Schools Award'. Many attended the early morning 'keep fit' session during the inspection. Pupils' social, moral, spiritual and cultural education is good. They respect the cultural differences of others. The quality of relationships is good and pupils' views are valued. The school council point proudly to improvements they have

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Grade: 2

helped to make such as the pond and the 'friendship stop'. Pupils' contribution to the community is good. The school has close links with RAF Brize Norton and pupils visit local businesses and shops. This, together with the satisfactory development of basic skills means they are soundly prepared for secondary school and the world beyond.

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Grade: 3

The quality of teaching and learning is satisfactory overall although there are examples of good teaching where pupils benefit from a wide range of practical experiences which make learning fun. Interactive whiteboards are used effectively to make lessons more interesting. Year 6 pupils carried out an investigation in a science class to separate solids using a variety of methods. The teacher challenged their ideas, and as a result they made changes to their approach and deepened their understanding. Teaching assistants work effectively with the teachers to promote learning. Children's self confidence blossoms in the Foundation Stage because practical experiences stimulate language and social skills. These opportunities are not fully exploited in the rest of the school. This is especially the case in Years 1 and 2, resulting in a slower pace of learning overall and insufficient challenge for some of the more able pupils. The

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Grade: 3

teaching of basic skills is satisfactory overall.Teachers make appropriate use of performance data to set targets for pupils; however these are not routinely accurate enough to stretch individual pupils appropriately. A minority of pupils are not clear about their targets and this hinders their understanding of what they need to do to move on to the next level. 3 Inspection Report: Carterton Primary School, 30 January 2006 to 31 January 2006

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Grade: 3

The school's curriculum is satisfactory and a particular strength is the interesting range of after-school activities and visits, which add to pupils' enjoyment of learning. In science, the teachers give pupils many opportunities to experiment for themselves, and this contributes to the higher standards. This is not as well developed in mathematics. Links between subjects are well established with science and arts weeks helping to develop pupils' imagination and creative talent. Pupils' understanding of how to stay safe and healthy, and how to contribute to the community, is promoted well throughout the curriculum, and especially through personal, social and health education. The provision for information and communication technology (ICT) has improved and it is now used well in subjects. For example, in reception, children enjoyed using the computer to help them match letters to sounds. Support for those with

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Grade: 3

learning difficulties and disabilities is good and enables these pupils to take part fully in the school's curriculum. The Foundation Stage curriculum is good and provides an effective blend of practical, group and individual work.

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Grade: 2

The school provides good care and support for its pupils. When they first arrive, effective induction procedures help children to settle down well. This gives parents confidence and begins a fruitful partnership between home and school. This is particularly important as a significant number of pupils arrive and leave at various points of the year. One parent commented 'a good effort is made to understand children's needs when parents are sent away due to service commitments.' Arrangements for the protection of children are fully in place and all staff are well trained. Health and safety routines and risk assessments are robust. Last year the school won an Oxfordshire award for outstanding practice. The school is committed to providing for pupils with complex learning needs and works closely with a range of outside agencies to offer support and advice.

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Grade: 3

Leadership and management are satisfactory. The school has a positive ethos and equal opportunities are promoted effectively. The governing body has a well-informed knowledge and understanding of the school and is fully involved in its life and work. Governors are guided effectively by the head teacher who provides vision and shows a good understanding of the school's strengths and shortcomings. The senior leadership team is enthusiastic and committed to school improvement. They undertake regular monitoring and evaluation of teaching and learning and this has led to improvements in the quality of teaching. However, subject leaders do not yet have the opportunity to do this and consequently some of the teachers are not receiving the support they need to develop provision further.Fluctuations in the budget relating to pupils coming 4 Inspection Report: Carterton Primary School, 30 January 2006 to 31 January 2006

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Grade: 3

in and out of the school can present difficulties but financial management is good and resources well deployed. The improvement plan is satisfactory and linked to raising standards. However the focus is not always sharp enough and some success criteria lack the clarity to enable progress to be measured. A new system that keeps a check on pupils' learning is beginning to help teachers plan the way in which pupils' individual learning needs are met. The school gives satisfactory value for money. It is accurate in its own self-evaluation and is in a satisfactory position to build upon its recent improvement. 5 Inspection Report: Carterton Primary School, 30 January 2006 to 31 January 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: Carterton Primary School, 30 January 2006 to 31 January 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 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 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 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 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

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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

Following our visit to your school we would like to thank you for making us welcome and sharing your thoughts with us. We thought you would like to know what we liked about your school and how we thought it could get even better. * The school looks after new arrivals very well* You are lucky to go to such a caring school where your headteacher and staff look after you so well* You enjoy school and are keen to learn* You work well on your own, in pairs and in small groups* You behave well, know your class rules and how to keep safe and stay healthy* Pupils in Years 3 to 6 do well in science. This is what we have asked the school to do to make it even better.* Some of you in Years 1 to 2 are not working as hard as you can. We know that you and your teachers can work together to help everyone work as hard as they should* In some mathematics lessons a few of you in Years 3-6 do not do as much work as you should. We know that you and your teachers can also

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Text from letter to pupils explaining the findings of the inspection

work together to help everyone work as hard as they should* Teachers in charge of subjects are always looking for ways to help move learning forward as much as possible and will be doing more of this in the near future.

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