Hob Hill CE/Methodist (VC) Primary School

Inspection Report Hob Hill CofE/Methodist Primary School

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124291 Unique Reference Number Staffordshire LEA 281681 Inspection number 5 July 2006 to 6 July 2006 Inspection dates Lois Furness AI Reporting inspector

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

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Armitage Lane School address Primary Type of school Brereton Voluntary controlled School category Rugeley, Staffordshire WS15 1ED 3 to 11 Age range of pupils

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01889 256145 Telephone number Mixed Gender of pupils 01889 256145 Fax number 177 Number on roll Mr Neville Blakeley Chair of governors The governing body Appropriate authority Mr Andrew Brakes Headteacher 17 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281681 5 July 2006 - 3 to 11 6 July 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

This school is smaller than average. Fewer pupils than average have learning difficulties and the proportion of pupils known to be eligible for free school meals is much lower than average. Almost all the pupils are White British and none are at an early stage of learning English. As a result of a local reorganisation of schools, the school has experienced significant alterations to the building in order to cater for an expansion in pupil numbers.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 2006

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Grade: 3

Hob Hill is a satisfactory school with some strengths in the care and support it provides for its pupils, but also some weaknesses in the way it monitors their academic progress and uses information to plan work that meets all their needs. The pastoral care provided by the staff and the pupils’ personal development are the school’s main strengths. Quality and standards in the Foundation Stage are satisfactory and children quickly settle into school life. In Years 1 to 6, pupils enjoy school as reflected by their above average attendance. Behaviour is good because of good relationships and pupils want to learn. However, although standards are average overall and achievement is satisfactory, the pupils are capable of doing better, especially in mathematics and writing. Sometimes teachers do not have high enough expectations of what pupils are able to do and activities to challenge more able pupils are not

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Grade: 3

consistently provided. Teachers do not always involve pupils sufficiently in knowing how to improve their work. Tracking and target-setting procedures are inefficient and make it difficult to identify precisely how well pupils are learning or ensure that teachers are accountable for the progress of their pupils. The leadership has an overly-optimistic view of the school’s work because evaluation does not always focus sufficiently on pupils’ learning. Standards and achievement have been maintained since the last inspection and the school offers satisfactory value for money, although improvement in some key areas has been slow. Although the school’s overall effectiveness is satisfactory, its performance in a few respects is inadequate. Before its next section 5 inspection, Ofsted inspectors may visit the school to monitor the progress that it has made in remedying these weaknesses. The school would receive two to five days notice of such a visit.

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What the school should do to improve further

• Strengthen leadership and management at all levels by having a more rigorous approach to the evaluation of teaching and its effect on pupils’ achievement. • Develop efficient tracking and target-setting procedures in order to raise standards, especially in mathematics and writing; provide useful information on pupils’ achievements and hold teachers more responsible for the progress of the pupils in their class. • Improve the quality of teaching by raising teachers’ expectations, planning activities that challenge all pupils, especially the more able, and involve pupils more in knowing how to improve.

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Grade: 3

Achievement and standards are satisfactory. Attainment on entry to the school in the Nursery mainly matches that expected for the children’s age. The children make satisfactory progress by the time they enter Year 1. Although most children reach the 2 Inspection Report: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 2006 standards expected for their age, a significant number do better. The below average standards for Year 2 pupils in 2005 have improved and now standards are broadly average, although still too few pupils reach the higher levels, particularly in writing and mathematics. Broadly average standards in the national tests for Year 6 in 2005 have been maintained in 2006 in English and science. However, they have dipped in mathematics and as in Year 2, not enough pupils reach the higher level. However, given their starting points, pupils’ progress by Year 6 is satisfactory. Pupils with learning difficulties make

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Grade: 3

satisfactory progress overall and when support is available it is better. The school sets challenging targets but has experienced some difficulties in meeting them, particularly in respect of pupils attaining the higher levels.

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Grade: 2

Pupils’ personal development is good. Behaviour is good, although some younger pupils lose concentration unless they are closely supervised by adults. The rate of attendance is above average. The pupils enjoy school and have good attitudes towards learning. They adopt good eating habits and take regular exercise. This is helped through the extra time allocated to sport and swimming. Pupils respond well to the ‘fruit for schools’ initiative and the healthy lunchtime meal options. Pupils care well for each other and for themselves, acting safely in and around school. They make a positive contribution to the community, for example they support local church functions and have participated in events such as the ‘Run for Rugeley’ mini marathon in support of charity. Finding ways to fund such events, and sound skills in literacy, numeracy and information and communication technology (ICT), mean they are satisfactorily prepared for the future.

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Grade: 2

Pupils’ spiritual, moral, social and cultural development is good overall. Pupils appreciate the difference between right and wrong. They say that other youngsters and adults show consideration and courtesy. The additional sports provision supports pupils’ social development well. Whilst pupils’ appreciation of local traditions is satisfactory, opportunities are missed to help them understand the full richness of Britain’s culturally diverse society.

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Grade: 3

Teaching and learning are satisfactory. Strengths in teaching include the use of teaching assistants who effectively support pupils with learning difficulties, ensuring they are included well in all activities. Also teachers are good at asking pupils to explain their ideas and the strong relationships encourage pupils to answer questions confidently. However, the expectations of what pupils are able to do are sometimes too low. This is partly because of the inconsistent information available to teachers about the pupils’ 3 Inspection Report: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 2006 prior learning. This makes planning for the needs of all pupils difficult; more able pupils are too often given the same work as others. Sometimes the organisation of activities is unsatisfactory, for example, when too many pupils are expected to carry out ICT work with too few computers. Marking is carried out regularly in English and

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Grade: 3

mathematics. However comments, although supportive, do not consistently inform pupils clearly about why their work is good, or how it could be improved. In the Foundation Stage, teaching is satisfactory overall and children make satisfactory progress.

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Grade: 3

The curriculum is satisfactory and meets statutory requirements. Many pupils enjoy and benefit from the varied range of after school and lunchtime activities, including football, gym, guitar and dance. Regular educational visits to museums and environmental and residential centres help to bring learning alive. For example, younger pupils enjoyed their visit to Twycross Zoo several days before the inspection. Well planned activities, such as those organised through the Schools Sports Partnership, help pupils to be active and healthy and build self-confidence. However, there is no planned programme for personal, social and health education and no one has responsibility for coordinating this area. Although the arrangements for pupils with learning difficulties to have support in small groups works well, the work set for more able pupils does not always challenge them sufficiently and their progress sometimes suffers.

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Grade: 3

Arrangements for care, guidance and support are satisfactory overall, although the clear strengths in the school’s care for and support of the pupils are counterbalanced by weak procedures for the monitoring of their academic progress. The provision to ensure the pupils’ safety and welfare is good. This contributes to the pupils’ good personal development, including their confidence and self-esteem. Effective child protection and risk assessment procedures ensure all pupils are safeguarded well. Pupils say they feel safe and there is someone to talk to if they have a concern. Parents feel closely involved saying that the school seeks and acts upon their views. Good links with a range of external agencies ensure that pupils who need specific help are carefully supported. Conversely, efficient tracking and target-setting procedures are not in place and therefore staff do not always have sufficient information about what is expected of

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Grade: 3

the pupils. The information from assessment procedures is inconsistent across the school and so teachers do not always have a good awareness of pupils’ progress. The use of individual targets to help pupils focus their next steps in learning is also inconsistent; this is why some pupils do not progress as well as they should. 4 Inspection Report: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 2006

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Grade: 3

Leadership and management are satisfactory. The leadership is hard working, knows of the need to raise standards, and has successfully ensured pupils’ safety during the extensive building work. Parents are consulted regularly about how they think provision can be improved. Other stakeholders including the churches are well involved, although the influence of pupils in school improvement is not as strong. Some other aspects of leadership and management are less successful. The school’s self-evaluation lacks rigour and the monitoring of teaching does not focus sufficiently on pupils’ achievement. As a result, the school’s view of its work is optimistic. Some key subject leaders are insufficiently involved in checking the rate of learning. The school’s analysis of data, including tracking and target-setting procedures, is not precise enough across the school to identify underachievement. Performance management is not securely established and teachers are not always given accurate

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Grade: 3

and effective information about how they can make their teaching better. Governance is satisfactory. Governors are supportive of the school; they are linked with subjects and take part in the school’s training days. However, they do not always have sufficient information to help them play a critical role in school improvement. Improvements in some areas, like writing and the marking of pupils’ work, have been slow since the last inspection but standards have been maintained and achievement has continued to be satisfactory. Therefore, despite some weaknesses in leadership and management, the school has the capacity to improve. 5 Inspection Report: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 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: Hob Hill CofE/Methodist Primary School, 5 July 2006 to 6 July 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 3 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 4 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA No 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 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 4 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

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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

We enjoyed visiting your school. Thank you for making us feel welcome and for talking to us. What we liked most about your school •You enjoy coming to school, attend regularly and try hard to learn as well as you can. •Your behaviour is good and it is pleasing to see how well everyone gets on with each other. •You know which foods are healthy and why you should have regular exercise. •The staff care for you well, ensure that you feel safe in school and help to sort out any problems you may have. What we have asked the school to do to make it even better •We think that the governors, the headteacher and subject leaders should check regularly if you are all learning as well as you should. •We have asked your headteacher to improve the way your work is checked, particularly in mathematics and writing, so if any of you are not doing as well as you should, extra help can be given quickly. •We have asked teachers to make

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Text from letter to pupils explaining the findings of the inspection

sure they always provide you with work which makes you all think hard and gives you clear advice about how you can make your work even better. We hope that you will do all you can to help your teachers when they are working hard to improve your school. More inspectors may visit the school to check that your learning has improved. Thank you again for helping us with our work.

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