Sebert Wood Community Primary School

Inspection Report Sebert Wood Community Primary School

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124682 Unique Reference Number SUFFOLK LEA LEA 281781 Inspection number 6 June 2006 to 7 June 2006 Inspection dates Mr. John Messer LI Reporting inspector

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

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Sebert Road School address Primary Type of school IP32 7EG Community School category 4 to 9 Age range of pupils 01284 755211 Telephone number Mixed Gender of pupils 01284 706831 Fax number 310 Number on roll Mr.Nigel Wordley Chair of governors The governing body Appropriate authority Mr. Richard Rice Headteacher 4 December 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281781 6 June 2006 - 4 to 9 7 June 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

The school is larger than most primary schools. Most pupils come from White British families. Nine per cent of pupils are from minority ethnic backgrounds. A small number of pupils speak languages other than English and a few are at an early stage of learning English. The proportion of pupils with learning difficulties or disabilities is above average. The attainment of children when they enter the school is broadly average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Sebert Wood Community Primary School, 6 June 2006 to 7 June 2006

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Grade: 2

This is a good school with a number of outstanding features. The school judges its overall effectiveness to be good and inspectors agree. Personal development and the care provided for pupils are outstanding. Pupils are very confident about their learning. Great attention is paid to tailoring support to meet pupils' individual learning needs. Teaching and learning are good and pupils make good progress. The achievement of all groups of pupils is good and most attain standards that are above average in reading, writing and mathematics. Leadership and management are good. A key strength of the school is the leadership of the headteacher, who is constantly striving to improve provision and raise standards. He has succeeded in establishing a new Children's Centre for Pre-school, Nursery and community use. The Nursery is already beginning to have a positive impact on children's early learning and they enter the Reception classes

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Grade: 2

with a good range of early reading and writing skills. Activities in the Reception classes are not always sufficiently challenging or purposeful and, although achievement in the Foundation Stage is good overall, it is better in the Nursery than in the Reception year. The introduction of interactive white boards is enhancing the quality of teaching and learning but the school has rightly identified the need to make better use of information and communication technology (ICT) to support pupils' learning across the curriculum. The school has improved significantly since the last inspection and has good capacity for further improvement. The school provides good value for money.

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What the school should do to improve further

- Build upon the very good foundations that are laid in the new Nursery by providing more challenge and raising expectations of children's achievement in the Reception classes. - Further extend the use of ICT to support teaching and learning across the curriculum.

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Grade: 2

Children settle happily into the Nursery and achieve well. Teaching is imaginative and so children make very good progress. There is a strong emphasis on developing language, literacy and communication skills and children's achievement is particularly rapid in this area of learning. They make good progress in the Foundation Stage. Most children attain the early learning goals by the end of Reception and a significant proportion exceeds them. Pupils continue to make good progress in Years 1 to 4. By Year 2, they attain standards that are above average in reading, writing and mathematics. This is reflected in the school's performance in national tests. By Year 4, most attain standards that are well above average in reading, writing and mathematics. Pupils with learning difficulties and disabilities, as well as those who speak languages other than English, are given extra assistance so that they make good

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Grade: 2

progress. The school sets itself challenging targets for the standards that pupils attain 2 Inspection Report: Sebert Wood Community Primary School, 6 June 2006 to 7 June 2006 and succeeds in meeting these. Particularly good work was seen in art and design and many pupils have a keen interest in history and achieve well.

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Grade: 1

Personal development is outstanding. The high quality of teaching in the Nursery enables children to flourish and make very good gains in their personal skills. Pupils' behaviour is excellent and they have very good relationships with staff and one another. The school is a very happy and caring place. Pupils acquire a very wide range of key skills which they will need to support them in later life. Pupils' views and opinions are sought regularly on a wide range of issues. Pupils learn how to stay safe and they say that there are many people they can go to in school if they are unhappy. They love coming to school and this is reflected in the above average attendance. They know that it is important to eat healthy food and to take regular exercise. Older pupils happily take responsibility for younger children by being 'playground friends' and by sharing books. The school is very successful in encouraging pupils to think of others

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Grade: 1

by, for example, by supporting several charities. Pupils' spiritual, moral, social and cultural development is good. Cultural provision is particularly strong. Pupils recall many aspects of a very successful 'Asian Week'. Friday assemblies are led by the pupils and cover a wide range of topics. Pupils have good opportunities to discuss social and personal issues.

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Grade: 2

Teaching and learning are good. Children achieve well in the Foundation Stage but work provided for children in the Reception classes is not always sufficiently challenging and on occasions play activities both indoor and outdoor lack purpose. Pupils in Year 1 to 4 thoroughly enjoy learning because lessons are presented in varied and interesting ways. There are examples of outstanding teaching. In a highly successful and inspirational Year 4 literacy lesson, for example, pupils made exceptional progress in understanding poetry due to the teacher's enthusiasm, subject knowledge and skilled questioning. Planning is detailed and learning is carefully matched to meet different pupils' needs. Staff manage pupils' behaviour well. They help everyone to feel secure and keen to learn. The talented support staff make a strong contribution to the quality of learning and they are particularly skilled at supporting pupils with learning difficulties

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Grade: 2

or disabilities and those whose first language is not English. Pupils' progress is carefully measured and recorded. Assessment information is used well to ensure that lessons are pitched at the right level to match different learning needs. Pupils are very aware of their writing and numeracy targets and how they can improve their work. 3 Inspection Report: Sebert Wood Community Primary School, 6 June 2006 to 7 June 2006

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Grade: 2

The school provides a good range of learning activities and ensures that all the required subjects are taught. Good adaptations have been made to meet all pupils' needs and particularly to boost progress for those with learning difficulties and disabilities. Teachers in Years 2 and 3 have skilfully modified the curriculum to cater for the learning needs of the large percentage of boys in these year groups. Provision for ICT has improved and staff are becoming skilled at using equipment to enhance pupils' learning. Good plans have been devised to improve provision further so that ICT can be used more effectively to support learning across the curriculum. Nursery children get off to a good start because they learn through a wide variety of practical experiences, such as making bread. Nursery staff work effectively together and there is a strong focus on children's personal development through learning to share and take turns.

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Grade: 2

In Years 1 to 4 curricular planning builds well on pupils' previous learning and teachers make good links between subjects. Staff provide a very good range of extra activities and clubs. A very good number of visits and visitors and special weeks, such as science weeks and the Year 4 activity week, bring pupils' learning to life and have a very positive impact on their personal and social skills.

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Grade: 1

The quality of care, guidance and support is outstanding. This creates a very positive climate for learning, helping pupils, whatever their individual needs, to make progress and to grow as people. The staff listen carefully to children and treat them with respect, and this is reciprocated. The school makes very good arrangements to keep pupils safe and to ensure their welfare. It is particularly good at recognising and overcoming barriers to learning so that pupils gain confidence. 'Nurture groups' at lunchtime and in the afternoons are finely tuned to the needs of individuals. They provide a haven for pupils and help them to thrive. Teachers and support staff deal very effectively with pupils who have learning difficulties and disabilities and this is much appreciated by parents. Pupils know that they can turn to the adults in the school if they need help. They are guided carefully in their work. This is helped by effective grouping

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Grade: 1

arrangements in literacy and numeracy lessons, and by the setting of appropriate targets for pupils to work towards.

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Grade: 2

The leadership and management of the school are good. The headteacher is continually seeking ways to improve facilities, enhance pupils' learning and raise standards. He has a clear vision for improvement. Last year, after years of planning and preparation, the school succeeded in creating the 'Children's Centre'. The Nursery is already beginning to have a positive impact on children's early learning experiences. A good climate for learning has been established and the school's ethos is rooted in meeting 4 Inspection Report: Sebert Wood Community Primary School, 6 June 2006 to 7 June 2006 the particular needs of each and every pupil. All groups of pupils know that they are doing well and are proud of their achievements. This contributes to their high levels of self-esteem and outstanding personal development. The school's self-evaluation is good and staff accurately identify key areas for improvement. The school produces

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Grade: 2

a very good annual improvement plan. Parents are asked for their views on school improvement and, where possible, these are taken into account. A plan to promote safe travel to school by pedestrians and cyclists has been introduced in response to parents' views. Many parents returned inspection questionnaires and nearly all are very pleased with the education provided for their children. They are particularly impressed with how approachable and helpful the staff are. The well organised governing body gives good support and monitors provision effectively. The school has a good track record in improving provision and raising standards. The effectiveness of the strong senior management team and the determination of staff to raise standards further demonstrate that the school has good capacity for more improvement. 5 Inspection Report: Sebert Wood Community Primary School, 6 June 2006 to 7 June 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: Sebert Wood Community Primary School, 6 June 2006 to 7 June 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 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 2 The extent to which learners make a positive contribution to the community NA 1 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 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 1 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

Thank you very much for being so helpful and for telling us all about your school. You told us that you like the school very much and that it is a good school. We agree. There are many good things about the school. We were particularly impressed by the sensible way you behave. You told us that the teachers and support staff are kind and helpful. They make sure that your work is not too hard but not too easy either and they help you to make good progress. You are sure of yourselves and express your opinions clearly. Even the very youngest children are self assured and confident. You are good at learning and if you are not certain about the answers to questions you have good ways of finding out for yourselves. As your school is such a good school there is not a great deal to do to make it even better. We think that the new Nursery is brilliant and that children do really well there. This does mean that they start in Reception at a more advanced

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Text from letter to pupils explaining the findings of the inspection

level than they used to. As a result we think that more should be expected of the children in the Reception classes so that they reach higher standards. We think that the school uses a good range of technology, such as the interactive white boards, to help you with your learning. We also think that you could use information and communication technology even more to find ways to help you learn; things like making films with the new digital film cameras and using lap top computers for more of your work in mathematics, for example. We think that there are exciting times ahead and the school will continue to improve. We wish you all every success in the future.

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