Martock Church of England VA Primary School

Inspection Report Martock Church of England VA Primary School

p.1

123856 Unique Reference Number Somerset LEA 281578 Inspection number 29 June 2006 to 30 June 2006 Inspection dates Peter Clifton AI Reporting inspector

p.1

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

p.1

Elmleigh Road School address Primary Type of school Martock Voluntary aided School category Somerset TA12 6EF 4 to 11 Age range of pupils 01935 823486 Telephone number Mixed Gender of pupils 01935 823652 Fax number 287 Number on roll Mr R Edwards Chair of governors The governing body Appropriate authority Mr Michael Coyne Headteacher 19 October 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281578 29 June 2006 - 4 to 11 30 June 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by three Additional Inspectors.

p.3

Description of the school

This is a larger than average school. Pupils attending come mainly from the local village and have a wide variety of backgrounds. The proportion of pupils with learning difficulties and/or disabilities and the numbers of pupils who join or leave the school other than at the usual times are below average.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006

p.3

Grade: 3

The school provides a satisfactory standard of education. It gives satisfactory value for money and leaders accurately judge its overall effectiveness. Positive features include the effective start that children make in Reception. Provision here is good with the curriculum and teaching being adapted well to meet the needs of the children. Overall, pupils behave well and show good attitudes as a result of the example set by adults and good personal support. Pupils particularly enjoy the good range of after school activities. However, there are a few older pupils who are too easily distracted in lessons and this inhibits their learning. Parents are very supportive of the school. They rightly value the care and pastoral support provided, but have commented about the poor behaviour of a few older pupils. Children come into school with limited skills and make good progress. They move into Year 1 with skills and understanding that are still below those expected in several areas

p.4

Grade: 3

of learning, particularly in writing and calculating. From this point on, pupils’ progress is satisfactory. In Year 2, standards are average in reading, reflecting the good gains pupils have made, but below average in writing and mathematics. In Year 6, standards are broadly average and much improved since 2005. However, there is some inconsistency in the progress pupils make across Years 3 to 6. Whilst it is good in Year 6, some boys in Year 5 underachieve. Overall, more able pupils are not consistently reaching the levels of which they are capable, particularly in writing. There are limited opportunities for extended writing. Leaders have successfully built a new team of committed staff to take the school forward. Self-evaluation has accurately identified the need to develop writing and problem-solving skills. There are clear signs that the actions taken are beginning to raise standards in some years. However, leaders need to be sharper in judging the

p.4

Grade: 3

effectiveness of teaching and evaluating the impact of changes made on a day to day basis. Whilst there is much information available to the governors and staff, there is too little about the effectiveness of work done. The school has made satisfactory progress since the last inspection and has the capacity to improve.

p.4

What the school should do to improve further

• Continue to improve the provision for writing, including more opportunities for extended writing across all subjects, so that pupils can practise and improve their skills. • Ensure that teaching meets the needs of higher attaining pupils and consistently provides sufficiently challenging work. • More accurately and frequently evaluate the effectiveness of action taken by the school so that progress made is more consistent and all staff and governors are fully aware of how they can contribute. 2 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006

p.4

Grade: 3

Pupils’ achievement is satisfactory and standards are broadly average. When children enter the Reception class, they have few of the skills expected for children of their age, with particular weaknesses in writing and calculation. They make good progress through the Foundation Stage and make up some ground but still enter Year 1 with skills and understanding below those expected in mathematics and writing. In Year 2, standards in reading are broadly average and have improved markedly from 2005. In writing and mathematics, standards are below average and this is mainly because there are too few pupils who reach the higher levels. In the 2005 Year 6 tests, standards were below average and some pupils underachieved. Current standards in English and science are average and much better than in 2005. Lesson observations and school-based assessment also show improvement in mathematics. The school met challenging targets for pupils at Level 4 but missed those at the higher level.

p.5

Grade: 3

There is some inconsistency in progress across Years 3 to 6. Whilst it is sometimes good, there are weaknesses in Year 5 where a few boys are easily distracted from their work. Overall, there are too few opportunities for pupils to write at length and weaknesses in problem solving in mathematics. More able pupils are not always well challenged. Good support is frequently provided for pupils with learning difficulties and/or disabilities and they make satisfactory progress.

p.5

Grade: 2

Pupils’ personal development and well-being are good. They feel safe and enjoy coming to school. This is reflected in their good attendance and punctuality. Most pupils show interest in lessons and tackle their work conscientiously; however, the attitudes of a small group of boys in Year 5 are not as good and they make less progress in their learning. Pupils are generally polite and friendly and show a good understanding of the necessity for school rules and behave well. Playtimes are harmonious and older pupils act as play leaders to ensure that nobody is lonely. Pupils’ spiritual, moral, social and cultural development is good and they are gaining a good awareness of the diversity of cultures in Britain today. The school successfully encourages a healthy lifestyle and pupils are well aware of the benefits of healthy eating and regular exercise. Many pupils take part in the wide variety of sporting

p.5

Grade: 2

activities provided. Pupils behave sensibly and safely. They have a good awareness of their responsibilities for each other in school and in the wider community and contribute well to fundraising activities. A group of Year 6 pupils commented ‘We have to set a good example to the younger ones,’ and older pupils act as ‘buddies’ accompanying Reception children on their 'welly walks'. Pupils are gaining sound numeracy, literacy and computer skills, to prepare them for their next stage of learning. 3 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006

p.5

Grade: 3

Teaching and learning are satisfactory. Effective teaching through Reception gives the children a purposeful start. Teachers are aware of children’s specific needs and plan well to meet them. Across the school, teachers manage pupils sensitively and promote good relationships. Lessons usually start with a clear statement about what is being learned and a reminder about previous work. Teachers often use speaking and listening to develop pupils’ understanding, particularly with younger pupils. Good teaching in Year 6 is boosting achievement well. Teaching assistants frequently give good support to below average pupils and those with learning difficulties. Targets are used satisfactorily and pupils are beginning to refer to these in lessons to help them understand how to improve. On occasions, the pace of learning is too slow for some pupils and planning is not sufficiently sharp to meet their different needs. This particularly affects the more able

p.6

Grade: 3

pupils. Sometimes, too much information is given in one go and, as a result, pupils become confused and lose concentration. Some pupils, particularly in Year 5, are easily distracted and too little is expected of them.

p.6

Grade: 3

The curriculum is satisfactory with some good features. The Foundation Stage curriculum is good because it is adapted well for the needs of the children. Leaders have identified weaknesses in how skills, such as problem solving, are developed and recognised the need to incorporate better opportunities to use information and communication technology. There are too few opportunities provided for extended writing. These weaknesses are being rectified. Pupils with learning difficulties and/or disabilities are given good support by teaching assistants who adapt existing materials or provide additional information. The school provides a good range of extra-curricular activities and these are attended well. Sport and music clubs are particularly good and the school regularly enters local sporting events. A wide range of visits, including residential ones, add greatly to pupils’ enjoyment. There is strong emphasis on healthy lifestyles, including healthy eating

p.6

Grade: 2

The school takes good care of its pupils. The pupils say they feel safe at school and have an adult in whom they can confide. There are good procedures to deal with child protection, racial harassment and bullying, and staff are conversant with these. Pupils’ ideas are listened to and acted upon and the school council has performed a role in 4 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006 obtaining new playground equipment. The school has good information about how pupils progress. It is used well to target additional support for lower attaining pupils. However, it is not always used sufficiently to identify how more able pupils could be challenged further. The school has begun to set targets for pupils in English and mathematics but some pupils say they do not always understand how these can be achieved. The school works well with parents and outside agencies in order to provide

p.6

Grade: 2

good support for pupils with learning difficulties and/or disabilities.

p.7

Grade: 3

Leadership and management of the school are satisfactory. Recent staffing difficulties which adversely affected pupils’ learning have now been resolved, with many recently appointed teachers. There is a new team of staff committed to improvement. There are good arrangements to monitor and track pupils’ progress and information is used satisfactorily to focus additional support. Extra support provided in Year 6 has been particularly successful and standards have risen sharply. The action taken is now having an effect and the school is satisfactorily placed to improve further. The school’s self-evaluation is satisfactory. Leaders have accurately identified strengths and weaknesses, particularly from an analysis of results, and all staff and governors know what needs to be improved. Staff and governors are suitably involved in improvement planning which rightly reflects a focus on problem solving and writing. These areas

p.7

Grade: 3

are being improved. However, ongoing evaluation needs to be sharper. Governors are provided with much information about what has been done but too little about the effectiveness of the action taken. Similarly, the improvement plan does not always identify sufficiently clearly how actions taken are evaluated, leading to improved standards. Teachers are given appropriate feedback about their work and this has resulted in improvement. However, evaluation needs to be sharper for some staff to help them deal with the particular challenges they face from some pupils. There are good links with parents who clearly express their views about how well the school is doing. Although most parents are very happy with the quality of education provided, a few rightly express concerns about the behaviour of older pupils and about the lack of challenge for higher attainers. 5 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Martock Church of England VA Primary School, 29 June 2006 to 30 June 2006

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

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 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

p.9

Achievement and standards

NA 3 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

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

p.9

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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

Text from letter to pupils explaining the findings of the inspection

Dear Pupils Thank you for our very warm welcome to your school. We enjoyed talking to you in lessons and during your playtimes. We were very impressed with how friendly you were and ready to give your opinions about the school. You gave us a lot of valuable information and this was a great help to us. What we most liked about your school: • The good start you make in Reception. • Your good behaviour and positive attitudes. • Your participation in sport and music. • The good level of care that the school provides for you. We have asked your headteacher and others to work on: • Helping you improve the quality of your writing. • Making sure that all of you have sufficiently challenging work. • Evaluating the work of the school more accurately on an ongoing basis to help you to learn better and make more consistent progress. We enjoyed the visit and hope your school continues to improve. Yours faithfully Peter Clifton Lead Inspector

p.11