Hythe Primary School

125107 Unique Reference Number Surrey LEA LEA 281887 Inspection number 3 November 2005 to 4 November 2005 Inspection dates Bernice Magson AI Reporting inspector

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

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Thorpe Road School address Primary Type of school Hythe Community School category Staines TW18 3HD 4 to 11 Age range of pupils 01784452972 Telephone number Mixed Gender of pupils 01784454346 Fax number 202 Number on roll Mr D Gardiner Chair of governors The governing body Appropriate authority Mr D Greig Headteacher 9 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281887 3 November 2005 - 4 to 11 4 November 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 two additional inspectors.

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Description of the school

This is a small primary school situated in an area of relatively high social and economic disadvantage; more than a third of families are entitled to free school meals. There are 202 pupils on roll, including thirty children in full or part-time education in the Foundation Stage. Significant numbers of pupils join or leave the school other than at the usual times. Although the school is ethnically diverse, most pupils are of white British heritage. A small number of pupils are learning English as an additional language and a few pupils are from a traveller background. Well above average numbers of pupils have special educational needs, and the numbers of pupils with formal statements for their special needs is high. The school includes a specialist centre, catering for pupils in Years 3 and 4 who have learning difficulties.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hythe Primary School, 3 November 2005 to 4 November 2005

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Grade: 2

The school's overall effectiveness is good and this view is shared both by the inspectors and the school. The school continues to develop successfully and has a good capacity to improve further. There are significant strengths in the provision for the personal development of pupils, many of whom have a transient background. Pupils feel safe and secure and behave well. They make good progress in Years 1 to 6 and attain average standards by Year 6. In the Foundation Stage the provision is good and children progress well towards expected goals for their age, from a very low starting point on entry. Travellers and pupils from minority ethnic backgrounds achieve as well as their peers. Pupils with learning and behavioural difficulties are given good support so that they achieve their individual learning targets. There is outstanding provision for pupils with special needs who attend the specialist 'Harbour Centre'. There is a good climate

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Grade: 2

for learning. Most pupils are keen to learn, motivated by a good curriculum. Teaching is mostly satisfactory, and with some good teaching in each key stage. These teachers have good subject knowledge, challenging pupils well with a wide range of activities. All teachers maintain a sound consistency to pupils' learning. However, teachers do not make enough use of assessment information in planning and more able pupils are not always challenged, especially in the teaching of writing. Support in lessons is also variable for the many pupils who join the school at times other than the reception, as induction arrangements are inconsistent. Assessment is satisfactory, providing detailed information on standards and progress. The school improvement plan is well-planned and monitored. Well-established systems ensure that there is a good understanding of the school's strengths and weaknesses and priorities are well-conceived and financed.

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Grade: 2

Development plans remain continually focused and the school provides good value for money.

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What the school should do to improve further

* Accelerate pupils' progress and raise attainment in writing by:-o providing further training for teachers o increasing opportunities for pupils to use their writing skills more widely * Use assessment information more effectively in teachers' planning in order to set more challenging work, especially for the more able and in addition* Develop induction procedures for pupils newly arrived in years other than reception

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Grade: 2

The achievement of pupils is good. When children enter the Foundation Stage their standards are very low, particularly in skills of communication. Children make good progress in the Foundation Stage, particularly in their personal and social development, although standards remain well below the early learning goals expected for their age by the end of the reception. Results of national tests show that pupils achieve well in Years 1 and 2. Standards at the end of Year 2 are below the national average in reading, writing and mathematics. There are some differences in standards in Year 2 over time, 2 Inspection Report: Hythe Primary School, 3 November 2005 to 4 November 2005 because of increased numbers of pupils with special educational needs. In reading, writing and mathematics the more able pupils underachieve, as in writing in 2005. Travellers and pupils from minority ethnic backgrounds achieve as well as their peers.

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Grade: 2

Pupils continue to make good progress in Years 3 to 6. By Year 6 standards are average and achievement is good. Provisional results indicate a slight improvement in performance in 2005, but they remain broadly average in English, mathematics and science. A third of pupils have attained the higher Level 5 in science, but very few in writing, where the performance of girls was better than that of boys. Nevertheless, the improvement in pupils' performance is greater than nationally, based on their prior attainment. Pupils from minority ethnic groups achieve as well as their peers. Because of effective support, pupils with learning and behavioural difficulties achieve well reaching their individual educational targets. The pupils with formal statements of special needs attending the 'Harbour Centre' achieve very well.

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Grade: 2

Pupils' personal development and well-being is good. Pupils enjoy their education, motivated by the wide range of activities which enrich their experiences. Attendance is improving, although it remains below the national average. For a small minority poor attendance restricts their progress. Pupils' spiritual, moral, social and cultural development is good. Most behave well in lessons and around the school. Pupils are polite and friendly and benefit from working together. They have a strong sense of right and wrong. Pupils are realising about their team responsibilities through the newly introduced house system. They are developing a good understanding of the value of their contribution to the community and economic well-being, such as by the 'Young Enterprise' initiative. An extensive range of visits and visitors affords pupils the opportunities to learn about their cultural heritage and feelings and beliefs of

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Grade: 2

others. Pupils have a growing awareness of a healthy and safe lifestyle. They understand about personal care and the benefits of diet and exercise. Pupils appreciate the many opportunities to discuss personal issues in assemblies and circle-time. They feel that the school council is valuable, giving them a voice in their school. They are proud of their recent purchases of playground equipment, as they have greater opportunities for physical and social development.

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Grade: 3

Inspectors judge that the quality of teaching is satisfactory, although the school judges it to be good. There is some good teaching in each key stage, but this is not consistent. Not all teachers use assessment information in their planning and some more able pupils are challenged insufficiently. Teachers manage behaviour well and, as a result, most pupils concentrate well and are keen to learn, making good progress. In better lessons teachers have good subject knowledge, which they use effectively to question 3 Inspection Report: Hythe Primary School, 3 November 2005 to 4 November 2005 pupils and challenge them to think more carefully. Teachers plan effectively for the use of teaching assistants and they make a valuable contribution to support those pupils with learning and behavioural difficulties. These pupils achieve well, reaching the targets of their individual education plans. Traveller and those pupils from minority

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Grade: 3

ethnic backgrounds learn as well as their peers. Marking is of a good quality, helping pupils to improve. There is good information on pupils' standards, but tracking of the progress of different groups is inconsistent, such as of transient pupils. Some teachers make insufficient use of assessment information in their planning, especially in identifying the needs of the more able in writing.

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Grade: 2

The curriculum is good. It is broad and balanced range and meets statutory requirements in National Curriculum subjects, religious education and personal, social, health education. This is good improvement since the last inspection. In its attempts to raise achievement in writing, greater links are being made between subjects to enable pupils to have more writing opportunities. There is a wide range of visits and visitors which enhance learning experiences and adds significantly to pupils' enjoyment. In lessons, the interactive whiteboards are used well to illustrate new concepts. There is a good programme of personal and social education, which involves regular visits to help in the community, and annual residential trips in Years 3 to 6. This programme has a good emphasis on giving pupils a clear understanding of how to stay safe and healthy. The needs of pupils with learning and behavioural difficulties are met well and, in the

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Grade: 2

'Harbour Centre' the curriculum is very effectively focused on meeting pupils' special needs.

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Grade: 2

Provision for care, support and guidance is good. Thorough procedures are in place for child protection and health and safety ensuring that all pupils are safe and secure. Risk assessments are undertaken regularly. Pupils receive good guidance to support their personal development. Parents and pupils are pleased with the new learning mentors who work effectively with individuals and help them achieve. Good links with outside agencies ensure that pupils' needs are addressed. Assessment arrangements are satisfactory overall. Good additional support is provided for the pupils with specific learning and behavioural difficulties because their needs are identified very well. However insufficient use is made of assessment information to ensure that the more able pupils are given good guidance and support. Although the school warmly welcomes all pupils, and informally supports them well, there is no formal policy for the induction

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Grade: 2

of the large numbers of pupils joining the school other than in reception. 4 Inspection Report: Hythe Primary School, 3 November 2005 to 4 November 2005

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Grade: 2

Inspectors agree with the school's judgement that leadership and management are good. The headteacher is providing effective leadership. He has a good understanding of the school's strengths and weaknesses and has high expectations. His enthusiasm and commitment are instrumental in creating a school to which pupils, staff and governors are proud to belong. Under his direction a bright and vibrant learning environment has been created, resources have increased and financial management is now secure. Pupils are encouraged to succeed and senior managers and curriculum coordinators are autonomous in their leadership and management roles. Pupils, staff, parents and governors have developed into a strong and cohesive team.Governance of the school is good. Governors have high expectations. They are efficient in achieving their statutory responsibilities and active in their monitoring role, despite having several vacancies. They have a good understanding of current strengths and weaknesses

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Grade: 2

and are effective in promoting school priorities. Currently governors are monitoring the use of the new library to ensure that best value is achieved in its provision. Additional expenditure in this area is an attempt to raise standards and increase pupils' interest in reading.Monitoring and planning of the school's performance is good. It is well-established and involves the headteacher, senior managers, governors and the local authority. Priorities remain appropriate and well-focused. There is a good capacity to build further on these successes. 5 Inspection Report: Hythe Primary School, 3 November 2005 to 4 November 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: Hythe Primary School, 3 November 2005 to 4 November 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 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 3 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 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 2 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 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 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 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

The inspection team enjoyed visiting your school and meeting so many of you. We would like to thank you for the help you gave us during the two days. It was good to hear of the exciting activities which you are involved in, especially about your visits and visitors. We have written a full report about our visit which we have sent to Mr Greig. We were pleased to see how well you behaved in lessons and at other times. We were impressed with your recent pupil elections both for house captains and for officers to help in school. We think that the care and support you give to each other is good. We can see that in science you are achieving good standards. However, in writing, we would like to see you do even better by practising your skills more widely. We have asked the teachers to check your progress thoroughly in all subjects so that more able children are challenged and supported. We think that an outstanding range of

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Text from letter to pupils explaining the findings of the inspection

activities are arranged for the children who work in the 'Harbour Centre'. With good wishes for your future at the Hythe Primary School. Bernice Magson Lead Inspector

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