Telford Junior School

125556 Unique Reference Number Warwickshire LEA 281959 Inspection number 15 November 2005 to 16 November 2005 Inspection dates Frances Gillam RISP Reporting inspector

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

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Telford Avenue School address Junior Type of school Leamington Spa Community School category Warwickshire CV32 7HP 7 to 11 Age range of pupils 01926 424 664 Telephone number Mixed Gender of pupils 01926 422 417 Fax number 347 Number on roll Mr Martin Davis Chair of governors The governing body Appropriate authority Mr Richard Siviter Headteacher 2 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281959 15 November 2005 - 7 to 11 16 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 three Additional Inspectors.

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Description of the school

Telford is a larger than average junior school. Almost all its pupils come from a white British background. Thirteen per cent of pupils come from minority ethnic groups, predominantly from Asian backgrounds, but also from Mixed, Black and Chinese heritages. A small number of pupils are at the early stages of speaking English. The pupils’ attainment on entry to Year 3 is broadly average. The proportion of pupils that has learning difficulties and disabilities is broadly average. Most of these pupils have difficulties with aspects of their reading, writing and mathematics. The school has achieved silver Healthy School status.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Telford Junior School, 15 November 2005 to 16 November 2005

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Grade: 3

The school provides a satisfactory standard of education for its pupils. It views itself as better than this due to systems to check the quality of its work not being sharp enough. In particular, the checking of pupils’ progress from one year group to the next lacks rigour. This has led to weaknesses not being identified quickly enough, particularly in writing. Pupils’ behaviour is exemplary. Pupils really like school and their attendance is very good. A good range of enrichment activities enhance the curriculum. However, there is overuse of worksheets in lessons and insufficient opportunities for pupils to develop their writing skills in subjects across the curriculum. This leads to a slower rate of progress in writing compared with reading. Pupils’ progress is good in mathematics and they achieve as well as they should in science. The school has successfully addressed the weaknesses identified in the last inspection and has the

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Grade: 3

capacity to make further improvements. The provision for information and communication technology (ICT) is now better than it was. However, pupils do not make enough use of their ICT skills to help their learning across the curriculum. The school provides satisfactory value for money.

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What the school should do to improve further

•Introduce more rigorous procedures to check that pupils are making consistent progress as they go through the school, particularly in writing. •Extend opportunities for pupils to use their skills in writing and ICT in all subjects.

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Grade: 3

Standards are average overall and pupils’ progress is satisfactory. The school set challenging targets in 2005 and test results improved. Whilst these paint a more favourable picture for standards and pupils’ progress overall, they mask a worrying trend in English, particularly in writing. The proportion of pupils reaching higher levels in the tests is falling and the gap between boys’ and girls’ performance has increased. The school’s data highlights that some pupils make limited progress in writing, particularly in Years 3 and 4 and more often the boys. In these year groups, and to a lesser degree in Year 5, pupils use a high proportion of worksheets to record their work. These limit opportunities for writing and slow progress. There is more rapid progress in Year 6 where pupils have greater variety and choice in the way they record their work. Standards are above average in mathematics and pupils make good progress.

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Grade: 3

Pupils make good use of their mental mathematical skills. These help them to solve problems quickly and accurately. Standards have improved in ICT but, as with writing, pupils do not practise and secure what they have learned in ICT often enough by using it as a tool to develop their ideas in other subjects. Pupils from minority ethnic groups make satisfactory progress and do as well as their classmates. Pupils at the early stages of speaking English make good progress. They 2 Inspection Report: Telford Junior School, 15 November 2005 to 16 November 2005 receive well focused support and this enables them to be fully involved in lesson and to develop their skills, knowledge and understanding across subjects. Pupils with learning difficulties are making satisfactory progress in meeting the targets set for them in their individual programmes of work.

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Grade: 2

Pupils’ personal development and well-being are good. Pupils say school is ‘great’ and learning is ‘fun.’ These very positive attitudes are reflected in pupils’ very good attendance. Parents confirm that their children enjoy attending school. Behaviour is outstanding. Pupils get on well with each other and are polite and friendly with adults. They understand the school rules and know what is right and wrong. They influence the development of their school through the school council, where their views are taken seriously. Pupils’ spiritual, moral, social and cultural development is good. Pupils gain a good understanding of world religions and cultures through lessons and through visits. Pupils are sensitive and understanding towards others. They know about safe and healthy life choices and regular sporting activities contribute well to pupils’ fitness. Pupils’ understanding of working together is good. Raising funds for charities results

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Grade: 2

in pupils having a good awareness of the community outside school. By the time pupils leave the school they express themselves clearly and have academic and social skills that will be valuable to them in adult life and at work.

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Grade: 3

Teaching and learning are satisfactory. Teachers choose resources carefully and make good use of technology such as data projectors to introduce activities and to show pupils how ICT is a useful tool to access information quickly. Skilful questioning draws pupils into discussion and allows time for them to develop their ideas. Clearly explained information prepares pupils well so that they quickly get down to work. However, teachers’ planning sometimes lacks detail about how the different groups within the class will learn. This does not always challenge pupils sufficiently well and particularly affects the more able pupils who sometimes complete work that is too easy before they start activities that are right for their abilities. The overuse of worksheets restricts the development of pupils’ writing skills and this is the main reason that pupils do not make the progress that they should in writing. In addition, the way that pupils’ work

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Grade: 3

is organised, often on loose leaf paper, makes it difficult to for pupils and teachers to refer back to earlier learning. This makes it hard for pupils to see what they have already learned and to build on what they have achieved. Learning support assistants explain activities carefully to pupils with learning difficulties. This ensures that these pupils understand what to do and work at a rate that is suitable to their needs. Pupils at an early stage of learning English receive well targeted support. 3 Inspection Report: Telford Junior School, 15 November 2005 to 16 November 2005 They are included well in lessons and the work given to them is appropriate to their needs.

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Grade: 3

The curriculum includes all the subjects that it should but, as the school knows, there are some areas that need improving. In particular, there is some work to do to make sure that pupils have good opportunities to use their writing and ICT skills to extend their learning across all subjects. A long established practice of using worksheets, which are not always of a high quality, restricts the opportunities for pupils to take initiative and responsibility for their learning. Provision for pupils’ personal development and citizenship is particularly good. This successfully enhances pupils' self esteem and their awareness of the importance of keeping safe and healthy. A good range of extracurricular activities including visits and visitors effectively enrich the curriculum. Pupils speak very enthusiastically about the many sporting and musical activities they are offered.

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Grade: 3

Procedures for safeguarding children, child protection and health and safety are satisfactory. Pupils say that adults look after them well and that they are kind and will listen when they have worries. Parents also think that their children are safe. The school sensitively supports vulnerable pupils and those pupils with learning difficulties. The good links with external agencies, such as the school health service and social services, help the school guide pupils about healthy lifestyles and support the staff in working with pupils and their families. Transfer procedures for pupils from the feeder infant school and to the secondary school are good. Pupils’ progress is assessed regularly and the information is used to identify the learning needs of groups of pupils. However, not enough use is made of the information to make sure that pupils are making consistent progress as they move through the school. Marking, although

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Grade: 3

supportive, does not make it sufficiently clear to the pupils the good aspects of their work and how they should improve.

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Grade: 3

Leadership and management are satisfactory. The relatively new headteacher, senior management team, and governors have a secure understanding of the strengths of the school and the areas that require further improvement. This ensures that the school focuses on the right things to do and provides a satisfactory base on which to improve. For example, recent efforts to improve pupils’ achievement in reading have proved successful. Test results are better, pupils are eager to read, and enjoy what they are learning. 4 Inspection Report: Telford Junior School, 15 November 2005 to 16 November 2005 Senior managers use information from test results to group pupils working at the same level, to focus support for pupils who appear to be struggling, and to set targets for the future. However, this data also shows that there are differences in achievement from one year group to the next. The school has identified these differences but this

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Grade: 3

has not led to checks on what is happening in classrooms. As a result, the overuse of worksheets and the impact of this on pupils’ progress have not been identified. Senior managers look at samples of pupils’ work but this does not give a full enough picture of how well pupils are doing or whether agreed ways of working are implemented and are working successfully. The school has priorities to increase the use of ICT and extend the opportunities for writing across the curriculum. It is evident from pupils’ work in books that these priorities are not yet in place and this is hindering pupils’ progress especially in Years 3 to 5. The school takes account of parents’ and pupils’ views. Parents feel listened to and that the school responds positively to their views. The school welcomes pupils’ views. It involves pupils in decisions that affect them. For example, the pupils are putting plans forward to improve the toilet facilities.

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Grade: 3

5 Inspection Report: Telford Junior School, 15 November 2005 to 16 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: Telford Junior School, 15 November 2005 to 16 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 NA 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 1 The behaviour of learners NA 1 The attendance of learners NA 1 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 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 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

Thank you very much for all your help during our visit to your school. Mrs Furniss, Mr Parker and I enjoyed talking with you and your teachers and seeing what you were doing in lessons. We would like to tell you what we found during the inspection. •you behave extremely well. You say children are kind and helpful and we agree •you are sensible, you work hard and find your lessons fun. You have many interesting and exciting things to do outside your normal lessons •you told us how much you enjoy coming to school. We could see this in your happy, smiling faces and we know you very rarely miss a day at school •you do well in mathematics but you could do better with your writing. We have asked your teachers to give you more time to write things for yourselves •we have also asked your teachers to give you more chances to use computers to help you do your work in other subjects •your teachers make sure that you know all about keeping fit and staying healthy •we have asked

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Text from letter to pupils explaining the findings of the inspection

your headteacher to check more closely how well you and your teachers are doing to make sure that you do your very best in all subjects. Keep working hard. I wish you all the very best for the future.

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