Highley Community Primary School

Inspection Report Highley Primary School

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123371 Unique Reference Number Shropshire LEA 281458 Inspection number 5 October 2005 to 6 October 2005 Inspection dates Ted Wheatley RISP Reporting inspector

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

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Grasmere Drive School address Primary Type of school Highley Community School category Bridgnorth, Shropshire WV16 6LP 4 to 11 Age range of pupils

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01746 861541 Telephone number Mixed Gender of pupils 01746 861541 Fax number 266 Number on roll Chair of governors The governing body Appropriate authority Mrs Derval Carey-Jenkins Headteacher 13 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 281458 5 October 2005 - 4 to 11 6 October 2005 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

Highley Primary School is a large primary school in a rural setting. Numbers are increasing and there are slightly more boys than girls. Children enter the school in Reception with the expected level of skills in most areas, although their early literacy skills are often quite limited. The proportion of pupils with learning difficulties is broadly average. There are very few pupils from minority ethnic groups and none are at the early stages of learning English. The percentage of pupils eligible for free school meals is broadly average. A new headteacher took up post in September 2004.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Highley Primary School, 5 October 2005 to 6 October 2005

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Grade: 3

The school provides a satisfactory education and gives sound value for money. The school evaluates its effectiveness as satisfactory, and inspectors agree with this, but it is in a good position to make further improvements. Children get a sound start in the Reception class and achieve broadly average standards at the start of Year 1. Pupils continue to make satisfactory progress in Years 1 to 6 and standards are broadly average. Occasionally, those pupils who are capable of reaching high standards do not achieve as well as they could, particularly in literacy. This is because teaching is not consistently challenging. Most pupils attend school regularly but there is a small number whose attendance is poor. The headteacher provides outstanding leadership and is already improving the school with considerable support from governors. The school has good procedures to consult pupils and parents and takes notice of recommendations they make. Pupils’ personal

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Grade: 3

development is good and the school provides a good range of extra-curricular activities. Improvement since the last inspection has been only satisfactory - and much of this has happened since the new headteacher arrived. Standards of writing are improving although there is still some way to go. Provision for information and communication technology (ICT) is still unsatisfactory because not all aspects of the subject are taught, but it is improving rapidly. There is an extensive programme to check on the quality of teaching and the curriculum and this is leading to improvements in both of these areas. Grade: 3

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What the school should do to improve further

• ? continue to extend the provision for ICT ? ensure that work is consistently challenging, especially for higher-attaining pupils ? work with the families of those pupils who are frequently absent to improve their attendance.

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Grade: 3

Children in the Reception class make satisfactory progress overall in developing their knowledge, understanding and skills. They reach broadly average standards in most areas, although their literacy skills remain below average. Their skills in personal, social and emotional development are above average. Improvements in the provision for these children are having a good impact and standards are beginning to rise at this end of the school. Pupils in Years 1 to 6 make satisfactory progress as they move through the school and by Year 6; standards in English, mathematics and science are broadly average. Results in the national tests at the end of Years 2 and 6 have been broadly in line with the national average in recent years, though performance in writing at the end of Year 2 Inspection Report: Highley Primary School, 5 October 2005 to 6 October 2005 2 has been below average. In 2005, there were slight improvements in the Year 2

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Grade: 3

results, although performance in writing was still below that of other subjects. Year 6 results were lower than in the previous year but school information shows that this was a lower-attaining year group in the first place and that pupils achieved as well as they should. The school has analysed the results carefully, identified some underachievement, especially for higher attainers in literacy, and introduced measures to improve standards. These are already proving successful in Reception and are starting to have an impact in other years. Until recently, the school had little information about how well pupils were doing but this is improving. The school is passing on information about pupils to new classes, to set targets and to plan teaching. This work is still at the early stages but it is already making a difference to how well pupils are achieving. The needs of pupils with particular learning difficulties are identified and increasingly these pupils are being given specific

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Grade: 3

support so that their needs can be met as quickly as possible. Grade: 3

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Grade: 2

This is a strength of the school. Pupils’ spiritual, moral, social and cultural development is good overall and makes a significant contribution to their personal development. Moral and social development is particularly good. As a result, pupils’ behaviour and attitudes are good. They show enjoyment in their learning from an early age. Lessons are characterised by good teamwork and cooperative learning. Pupils show respect for each other and for all adults in the school. Pupils’ attitudes to school and their work are good. For example, children new to Reception classes quickly adopt class routines and are keen to learn. Good attitudes result from positive encouragement, an effective system of rewards and a range of good activities that encourage pupils to work together. Incidents of bullying or unkind behaviour are rare and are dealt with very well. Pupils have a good understanding of right and wrong. They enjoy having visitors in the school and talk confidently and

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Grade: 2

happily to them. A small number of pupils do not attend school regularly, but the school is working hard and using outside support to try to improve their attendance. Pupils are pleased that their views are considered through the work of the school council. The maturity and thoughtfulness shown by the council representatives during meetings are of a very high standard. Their recent involvement in obtaining funding to provide play equipment for the playgrounds is a good example of the council’s impact on school life. Pupils are encouraged to eat a healthy diet and show a good awareness of healthy lifestyles. They have many opportunities to play games and sports and the majority of pupils take part in the activities provided. Through a range of activities, such as involvement in an environmental project in a local country park, pupils make a good contribution to the local community. They are 3 Inspection Report: Highley Primary School, 5 October 2005 to 6 October 2005

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Grade: 2

adequately prepared for their future economic well-being, by developing a satisfactory range of basic skills (except in ICT) and good interpersonal and social skills. Grade: 2

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Grade: 3

Teaching and learning are satisfactory. Mostly, teachers build well on previous learning, ensuring it is secure before moving on. In some lessons, teachers’ planning includes clear detail on what pupils should learn, which presents a high level of challenge for all. Teachers continually provide specific advice on how to improve during lessons and pupils are focused on achieving their targets. These pupils make rapid progress. In a small number of lessons, the level of challenge is too low and teachers’ questioning rarely encourages pupils to give thoughtful responses; in these lessons, progress is still satisfactory, but slower. Pupils with learning difficulties pupils are supported well by classroom and support assistants. Marking is satisfactory, but extremely variable. It is better in literacy than elsewhere because the school is concentrating on this area. Where pupils receive clear guidance on how to improve this leads to a better rate of progress.

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Grade: 3

The curriculum is satisfactory in most respects. However, provision for ICT is unsatisfactory because pupils’ experiences are patchy. There is very little coverage of the control technology aspect of the subject. The programme for personal, social and health education makes a good contribution to pupils’ personal development and, together with work in science, to drugs and sex education. The school has focused strongly on improving the writing skills of pupils who have the potential to achieve particularly well, and made good adjustments to the curriculum to enable them to do this. In response to pupils’ requests, the school invites speakers and arranges educational visits. For example, a trip to Ludlow brought Tudor times to life for some pupils in Year 6. The school provides a wide range of extra-curricular activities, especially in sport, which encourages pupils to enjoy exercise. Partnerships with other schools and organisations, for example, in producing a musical, extend

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Grade: 3

pupils’ experiences. Grade: 3 4 Inspection Report: Highley Primary School, 5 October 2005 to 6 October 2005

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Grade: 3

Pupils report that they enjoy school, like their teachers and feel safe. Care is evident in the effective routines and practices implemented to ensure pupils’ health and safety. Pupils with learning difficulties and disabilities receive good levels of care. Pupils know who to turn to for guidance and support when experiencing academic or personal difficulties. Staff work hard to ensure good personal development for pupils and have good procedures to review and improve pupils’ attainment and progress. Assessment procedures are satisfactory. Staff gather a wide range of information about individual pupils’ attainment. They use it well to plan interesting and enjoyable lessons for most pupils. The use of assessment information has been limited until recently. The school has not been able to identify whether all groups of pupils are making consistent progress but this is now improving. Grade: 3

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Grade: 3

Leadership and management are satisfactory overall. The headteacher has rapidly established a new management structure with clearly defined roles. In particular, she makes sure that senior staff check on strengths and weaknesses in teaching and learning, improve the sharing of good practice and plan a comprehensive programme of training and support. The senior team, particularly the headteacher and deputy head, are effective in identifying areas for improvement. This is starting to have a positive impact on teaching and learning and on pupils’ progress. In mathematics, for example, weaknesses in division were recognised as a whole-school problem and a programme – ‘Dollop of Division’ – was initiated to improve this skill. Pupils enjoyed this enormously, their skills improved and further evaluation shows that the improvements have been sustained. The school’s improvement plan is detailed and is belatedly addressing the issues from

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Grade: 3

the last inspection. The plan indicates a very good understanding of the areas for improvement. These have been shared with all staff and there is a concerted effort to make sure the school improves. The school consults parents on its development plans and takes their views into account. Governors are increasingly involved in decision making and take an active part in the school’s development planning. The school is well placed to improve further. Grade: 3 5 Inspection Report: Highley Primary School, 5 October 2005 to 6 October 2005 .

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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: Highley Primary School, 5 October 2005 to 6 October 2005

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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 3 The quality and standards in foundation stage NA 3 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 3 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 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 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 3 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 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

Dear Pupils, We very much enjoyed our time at your school and would like to thank you for making us so welcome, particularly those members of the school council who spoke to us at length. The best things about your school are: you enjoy your learning, work hard and make satisfactory progress you behave well and show respect for others you are well cared for. Staff make sure you are safe and secure your headteacher’s determined efforts to help you do well are helping the school to improve and the other teachers are helping her well. We are suggesting to your school that governors and staff should now: make sure you all get the full range of activities in ICT and record what you have done make your work a little more challenging, particularly in subjects you are really good at find ways of helping those of you who do not attend school regularly to understand how important it is not to miss lessons. With best wishes

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